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The  ^ree  kindergarten 
in  Church  Wor 

By 
Heber  Hew ton 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 


By  Rev.  R.  HEBER  NEWTON,  D.  D. 


Republished  from  Barnard's  American  Journal  of  Education. 


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1167 


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THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

BY  REV.  B.  HEBER  NEWTON,   D.  D., 

Rector  of  Anthon  Memorial  Church,  New  York. 


CHURCH   WORK — EDUCATION. 

Church  work  is  slowly  coming  to  be  read,  I  think,  in  the  light  of 
those  great  words  of  the  Church's  Head,  which  illumine  his  personal 
mission.  "  And  he  came  to  Nazareth,  where  he  had  been  brought  up : 
and,  as  his  custom  was,  he  went  into  the  synagogue  on  the  Sabbath 
day  and  stood  up  for  to  read.  And  there  was  delivered  unto  him  the 
j  book  of  the  prophet  Esaias.  And  when  he  had  opened  the  book  he 
found  the  place  where  it  was  written — The  Spirit  of  the  Lord  is  upon 
me,  because  He  hath  anointed  me  to  preach  the  gospel  to  the  poor ;  He 
hath  sent  me  to  heal  the  broken  hearted,  to  preach  deliverance  to  the 
captives  and  recovering  of  sight  to  the  blind,  to  set  at  liberty  them  that 

^,  are  bruised,  to  preach  the  acceptable  year  of  the  Lord."  "  Now  when 
John  had  heard  in  the  prison  the  works  of  Christ,  he  sent  two  of  his 

—  disciples  and  said  unto  him — Art  thou  he  that  should  come,  or  do  we 
look  for  another?  Jesus  answered  and  said  unto  them,  Go  and  shew 
John  again  those  things  which  ye  do  hear  and  see :  the  blind  receive 
their  sight,  and  the  lame  walk,  the  lepers  are  cleansed  and  the  deaf 
hear,  the  dead  are  raised  up  and  the  poor  have  the  gospel  preached 
unto  them." 

The  Master's  mission  was  to  heal  the  sickness  and  sorrow  and  suffer- 
ing and  si»  of  earth,  in  the  power  of  that  Holy  Spirit  which  was  to 
continue  his  work,  slowly  developing  "  the  regeneration  "  of  all  things, 
in  a  new  heavens  and  a  new  earth.  His  credentials  were  the  signs  of 
his  power  to  effect  this  herculean  labor.  The  Church's  work  must 
then  be  the  carrying  on  of  his  task  of  social  regeneration ;  a  labor  ot 
practical  philanthropy  led  up  into  the  heights  of  spiritual  re-formation  ; 
and  the  "  notes  "  of  a  true  church  will  lie  in  its  possession  of  the  Master's 
power  to  further  the  slow  evolution  of  the  better  order.  If  only  to 
make  earth  the  nursery  for  the  heavens  it  must  be  put  into  order,  the 
frightful  ills  of  civilization  be  healed,  the  dreadful  disorders  of  society 
be  righted,  and  man  be  breathed  out  into  the  son  of  God.  The  mag- 
nificent aspiration  of  St.  Paul  is  the  ideal  unto  which  all  church  work 
yearns — "  Till  we  all  come,   (beggarly,  diseased,  vicious,  malformed 

.  j     runts  of  humanity)  in  the  unity  of  the  faith,  and  of  the  knowledge  of 

JJ    the  son  of  God,  unto  a  perfect  man  (manhood)  ;  to  the  measure  of  the 
^    stature  of  the  fullness  of  Christ." 
J       Such  a  church  work  must  plainly  be  a  task  of  education.     And  unto 

v  ^    this  form  of  philanthropy  every  labor  of  love  for  suffering  humanity 
^     is  coming  round.     The  experience  of  all  who  grapple  with  the  legion 

\a    forms  of  social  ill  results  in  one  conclusion.    Prevention  is  better  than 
X  45 


706  THE  FREE  KINDERGARTEN  IN  CHURCH  "WORK. 

cure;  and  prevention  is — education.  Sanitarians,  prison  reformers, 
temperance  advocates,  charity  administrators,  pastors,  all  alike  are 
joining  in  one  cry — educate.  We  grow  hopeless  of  making  over  again 
the  wrongly  made  up,  misshapen  monstrosities  charitably  called  men 
and  women,  and  feel  that  the  one  hopeful  work  is  in  seeing  that  the 
unspoiled  raw  material,  ever  coming  on,  is  better  made  up  in  the  start. 
Given  a  true  education  and  we  may  hope  for  a  true  manhood  and 
womanhood,  a  true  society  growing  steadily  towards  St.  Paul's  far  off 
ideal.  The  Church's  work  would  then  seem  to  be  that  which  the 
Master  outlined  in  his  parting  word — "  Go  ye,  disciple  all  nations ;  " 
teach  men  in  the  life  of  the  perfect  man,  train  them  towards  the  ideal 
manhood ; — a  charge  of  education. 

1.     Defects  of  the  People's  Schools. 

Education  of  one  sort  and  another  we  have  no  lack  of,  but  thought- 
ful people  are  coming  to  see,  that  which  the  wisest  educators  have 
known  for  no  little  time,  that  it  is  mostly  very  crude  and  raw.  Along 
with  the  conviction  that  education  is  the  solvent  of  the  social  problems, 
there  is  spreading  fast  and  far  the  conviction  that  we  have  not  yet 
educated  the  true  education ;  that  our  present  systems  are  viciously 
unsound  and  so  are  building  up  the  old  diseased  body  social  instead  of 
the  new  and  healthy  organism  of  the  Coming  Man.  With  all  that  is 
good  in  our  People's  Schools  they  seem  lacking  in  certain  vital  elements. 
They  fail  to  provide  for  a  true  physical  culture,  which,  since  health  is 
the  capital  of  life,  is  the  prime  endowment  for  every  human  being. 
They  fail  also  to  provide  for  any  industrial  training.  Nearly  all  men 
and  a  large  minority  of  women  must  earn  their  daily  bread,  and  the 
majority  of  women  must  care  for  the  bread  their  husbands  earn.  The 
great  mass  of  men  and  women  must  be  chiefly  busied  with  manual 
work  in  the  field,  the  factory  or  the  house.  To  prepare  this  mass  of  men 
and  women  to  do  this  necessary  work  successfully  and  happily,  finding 
their  bread  in  it  honorably,  and  that  bread  of  thought  and  sentiment 
on  which  the  finer  part  of  their  beings  live  in  the  interest  it  calls 
forth — this  would  seem  to  be  an  essential  part  of  a  rational  education 
for  the  common  necessities  of  the  common  people  ;  all  the  more  impera- 
tive since  the  old  time  apprenticeships  have  disappeared.  In  the 
absence  of  this  practical  training  all  ranks  of  labor  are  crowded  with 
incompetent  "hands,"  and  domestic  economy  is  caricatured  in  most 
hom*'s;  a  restless  discontent  with  manual  employments  is  pushing  a 
superficially  educated  mass  of  men  and  women  into  the  over  full 
vocations  supposed  to  be  genteel,  and  storing  up  slumberous  forces  of 
anarchy  among  the  workingmen ;  thus  sapping  health  and  wealth  in 
the  homes  of  the  poor  who  must  need  both. 

Then,  to  pass  by  other  grave  defects  best  behooving  professional 
educatora  to  speak  of,  there  is  a  still  more  serious  lack  in  our  Common 
School  system  which  the  churches  are  naturally  quick  to  feel.     The 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  707 

greatest  minds  have  always  united  in  the  view  so  tersely  expressed  in 
Matthew  Arnold's  familiar  phrase,  "  Conduct  is  three  fourths  of  life." 
The  end  of  all  culture  must  be  character,  and  its  outcome  in  conduct. 
The  State's  concern  in  education  is  to  rear  virtuous,  law-abiding,  self- 
governing  citizens.  The  Church's  concern  is  not  something  different 
from  the  State's;  it  is  the  same  plus  something  more.  She  too  seeks 
to  grow  good  subjects,  only  running  their  relation  to  Law  up  and  on; 
men  whose  citizenship  is  in  heaven.  State  and  Church  alike  would 
nurture  good  men,  for  this  world  or  the  next.  To  this  the  Church 
believes  with  the  State  that  moral  culture  is  needful,  but  she  believes 
also  that  religious  culture  is  none  the  less  needful.  The  churches 
feel  the  need  of  supplementing  the  education  of  the  common  schools 
with  some  ampler  provision  for  moral  and  religious  training.  If  the 
homes  of  the  land  were  what  they  ought  to  be  they  would  supply  this 
lack.  But  because  of  the  utter  imperfection  of  education  in  the  past, 
they  are  unfortunately  far  from  being  seminaries  of  character.  Some 
other  provision  must  be  made. 

2.  Inadequacy  of  Sunday  Schooh  and  Parish  Schools. 
The  churches  have  utilized  a  simple  mechanism  for  moral  and  relig- 
ious education  in  the  Sunday-school.  No  word  from  one  who  owes  so 
much  to  this  institution  can  ever  detract  from  its  just  honor.  It  has 
been  and  still  is  an  indispensable  provision  for  our  present  stage  of  devel- 
opment. It  is  doing  a  noble  work  which  else  were  left  largely  undone. 
But  its  best  friends  are  not  blind  to  its  limitations.  The  clergy  generally 
are  painfully  aware  of  its  utter  inadequacy  to  the  great  task  it  has  as- 
sumed. Superintendents  and  teachers  feel  that  they  are  asked  to  make 
brick  without  being  supplied  with  straw.  For  an  hour  or  an  hour  and  a 
half,  sometimes  two  or  three  hours,  on  one  day  of  the  week,  a  crowd  of 
children,  often  reaching  into  the  hundreds,  are  gathered  into  one  room, 
placed  in  the  hands  of  a  changing  corps  of  volunteer  teachers,  mostly 
very  young,  animated  generally  with  laudable  motives,  but  too  often  pain- 
fully unconscious  of  the  momentousness  of  the  task  they  have  lightly 
undertaken,  and  all  untrained  for  the  delicate  work  of  soul  fashioning. 
As  a  system  of  education  in  Christian  character,  such  an  institution  is 
grotesquely  inadequate.  For  that  education  must  be  chiefly  a  nurture, 
a  tenderly  cherished  growth  under  the  right  conditions  duly  supplied ; 
a  training  rather  than  an  instruction,  a  daily  not  a  weekly  work.  The 
ideal  of  such  an  education  of  course  will  be  the  story  of  the  Perfect 
Man  :  a  growth,  gently  nurtured,  in  a  pious  home,  at  the  knee  of  a  holy 
mother,  through  patient  years;  hastened  to  the  flower,  under  the  soft 
springtide  of  the  soul,  within  the  warmer  atmosphere  of  the  Temple,  in 
the  opening  consciousness  "  Wist  ye  not  that  I  must  be  in  my  Father's?" 
But  again  T  say  we  are  concerned  with  the  unideal  state  of  earth  to-day, 
whereon  homes  are  not  like  the  Nazarite  cottage  and  mothers  are  far 
below  the  stature  of  the  great  souled  Mary. 


708  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

What  is  to  be  done  now  ?  Something,  plainly,  the  churches  feel,  and 
are  sore  perplexed  as  to  what  that  something  is  to  be.  A  portion  of 
the  churches  seem  inclined  to  try  in  some  way  to  make  the  Common 
Schools  attend  more  carefully  to  moral  and  religious  education.  But 
how  to  do  it  does  not  yet  appear.  The  religious  phase  of  this  problem 
is  beset  with  baffling  perplexities.  Others  of  the  churches  are  tending 
in  the  direction  of  Parish  Schools.  But  these  cannot  hope  to  compete 
with  the  State  Schools  in  mental  culture,  and  so  must  offer  to  the  par- 
ents of  the  land  the  choice  between  a  good  general  education  with  a 
defective  moral  and  religious  training,  and  a  good  moral  and  religious 
training  (possibly)  with  a  narrower  and  feebler  general  education.  The 
average  American  will  not  long  hesitate  in  that  alternative,  when  he 
can  relieve  his  conscience  by  falling  back  upon  the  Sunday-school.  Our 
people  are  thoroughly  committed  to  the  system  of  State  schools,  and  will 
not  favorably  view  any  apparent  sectarian  opposition  to  them.  We 
need,  not  a  system  substituted  for  the  State  schools  and  benefiting  only 
a  small  portion  of  the  people,  but,  one  supplementing  the  State  schools 
and  benefiting  the  whole  people.  Is  such  a  system  discoverable  ?  And 
can  such  a  system  for  moral  and  religious  nurture  be  made  to  supple- 
ment the  Common  Schools  also  in  the  other  defects  alluded  to,  the  lack 
of  physical  training  and  industrial  education  ? 

3.     Importance  of  Infancy. 

The  most  valuable  period  of  childhood  for  formative  purposes  is 
unclaimed  by  the  State.  The  richest  soil  lies  virgin,  un-preempted,  free 
for  the  Church  to  settle  upon  and  claim  for  the  highest  culture.  It  is 
no  new  secret  that  the  most  plastic  period  lies  below  childhood,  in 
infancy  proper.  Thoughtful  people  have  long  ago  perceived  that  the 
chief  part  of  all  human  learning  is  wrought  in  these  seven  years  ;  the 
greatest  progress  made,  the  largest  acquisitions  won,  the  toughest  diffi- 
culties overcome.  No  pretentious  culture  won  in  later  years  is  really 
half  so  wonderful  as  the  almost  unconscious  education  carried  on  in  the 
period  of  infancy.  Dame  Nature  is  busy  with  her  babes  and  has  them 
at  incessant  schooling.  From  the  first  dawn  of  intelligence  they  are 
under  an  unceasing  series  of  lessons,  in  form  and  color,  in  weight  and 
resistance,  in  numbers  and  relations,  in  sound  and  speech.  Every  sense 
is  being  called  into  exercise,  cultivated,  refined.  The  perceptions  are 
ever  at  work  observing,  comparing,  contrasting.  Mastery  is  being  won 
over  every  physical  power ;  the  eye,  the  ear,  the  hand,  the  feet  being 
trained  into  supple,  subtle  skill.  The  bewildering  fingering  of  Buben- 
stein  or  Von  Bulow  is  not  a  finer  discipline  than  the  games  of  the  active 
boy. 

The  sentiments,  the  imagination,  the  reason,  the  conscience  are  under- 
going a  corresponding  development  in  this  period  we  think  of  as  all 
idleness.  Here  and  there  we  get  hints  of  the  reach  of  infant  mind  in 
its  beautiful  thoughts,   its  fine   feelings,  its  ethical  distinctions,   its 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  709 

religious  musings.  The  vail  lifts  from  the  greatest  of  wonder  lands,  in 
which  we  all  lived  once  and  out  from  which  we  have  passed  through 
the  waters  of  the  river  Lethe.  We  think  liglitly  of  the  inner  life  of 
infancy  because  we  know  so  little  of  it.  We  fancy  that  we  are  to  teach 
our  little  ones  religion.  At  the  best  we  can  only  formulate  the  mystery 
which  lies  all  round  them,  vague  and  nebulous  but  profoundly  real. 
Below  the  best  we  succeed  in  botching  and  marring  the  divine  growth 
going  on  within  their  souls,  unseen  by  our  dim  eyes  ;  in  imposing  our 
adult  conceptions  injuriously  on  souls  unprepared  for  them;  and  so 
make  the  windows  through  which  our  sin-seared  souls  see  light,  the 
shutters  closing  the  light  off  from  those  holy  innocents  whose  inner 
beings,  angel-wise,  do  always  behold  the  face  of  their  Father  in  heaven. 
Wordsworth's  ode  is  the  very  truth  of  the  spirit  world.  The  garden  of 
the  Lord,  where  God  himself  walks  amid  the  trees  in#the  cool  of  the 
day,  is  behind  us  all ;  and  our  best  Lope  is  to  climb  round  to  it  in  the 
"  lang  last,"  as  the  seer  visions  in  the  far  future  of  the  race  and  of  the 
individual ;  when  having  been  converted  and  become  as  little  children 
we  enter  once  more  the  kingdom  of  heaven.  For,  as  these  words 
remind  us,  it  is  no  less  an  authority  than  that  of  the  Lord  Christ  that 
teaches  us  to  view  in  childhood  the  spiritual  ideal. 

Infancy  then,  (the  first  seven  years),  is  the  most  vital  period  for  the 
formative  work  of  a  true  education,  whether  we  have  regard  to  physi- 
cal, mental  or  moral  and  spiritual  development.  Plato  saw  this  long 
centuries  ago.  "  The  most  important  part  of  education  is  right  train- 
ing in  the  nursery."     [Laws  1  :  643.] 

As  late  as  our  greatest  American  theologian — the  noblest  of  English 
theologians  himself  being  the  judge — this  view  reiterates  itself  with 
especial  reference  to  the  task  of  moral  and  religious  culture  the 
churches  have  in  hand.  Dr.  BushnelPs  "  Christian  Nurture "  insists 
upon  the  prime  importance  of  infancy. 

4.  Educative  Function  of  Play. 
If  then  the  only  period  of  childhood  not  foreclosed  by  the  State  be 
precisely  that  which  is  most  hopeful  for  the  true  education,  the  educa- 
tion which  aims  for  something  like  an  integral  culture,  a  fashioning  of 
the  whole  manhood  into  health,  intelligence  and  virtue  buoyant  with 
the  love  of  God,  the  question  becomes  one  of  technique.  How  are  we 
to  utilize  this  most  plastic  but  most  delicate  of  periods  ?  How  teach 
and  train  the  tender  lives  which  seem  unready  for  anything  but  play  ? 
All  high  and  serious  labor  upon  this  period  seems  ruled  out  by  the 
fractible  nature  of  the  material  upon  which  we  are  to  work.  These 
fragile  bodies  can  bear  little  fatigue,  these  tender  minds  can  bear  little 
strain,  these  delicate  souls  can  bear  little  public  handling  without 
spoiling.  "  O,  slow  of  heart  to  believe  all  that  the  prophets  have 
written  !  " — must  we  not  hear  the  Spirit  of  Truth  still  sadly  whisper- 
ing ?  Centuries  since  did  not  the  teacher  sent  from  God  to  the  Greeks, 


710  THE  FREE  KINDERGARTEN  IN  CHURCH  ,\YORK. 

the  wisest  mind  of  the  wisest  people  of  antiquity,  tell  the  world — if, 
having  ears  to  hear,  they  would  hear — the  riddle  of  this  Sphinx  ? 

"  Our  youth  should  be  educated  in  a  stricter  rule  from  the  first,  for 
if  education  becomes  lawless  and  the  youths  themselves  become  lawless, 
they  can  never  grow  up  into  well  conducted  and  meritorious  citizens. 
And  the  education  must  begin  with  their  plays.  The  spirit  of  law  must  be 
imparted  to  them  in  music,  and  the  spirit  of  order  attending  them  in 
all  their  actions  will  make  them  grow;  and  if  there  be  any  part  of  the 
state  which  has  fallen  down  will  raise  it  up  again."     [Republic  4  :  425.] 

"  According  to  my  view,  he  who  would  be  good  at  any  thing  must 
practice  that  thing  from  his  youth  upwards,  both  in  sport  and  earnest, 
in  the  particular  manner  which  the  work  requires;  for  example,  he 
who  is  to  be  a  good  builder,  should  play  at  building  children's  houses  ; 
and  he  who  is  to  be  a  good  husbandman,  at  tilling  the  ground;  those 
who  have  the  care  of  their  education  should  provide  them  when  young 
with  mimic  tools.  And  they  should  learn  beforehand  the  knowledge 
which  they  will  afterwards  require  for  their  art.  For  example,  the 
future  carpenter  should  learn  to  measure  or  apply  the  line  in  play;  and 
the  future  warrior  should  learn  riding,  or  some  other  exercise  for 
amusement,  and  the  teacher  should  endeavor  to  direct  the  children's 
inclinations  and  pleasures  by  the  help  of  amusements,  to  their  final 
aim  in  life.  .  .  .  The  soul  of  the  child  in  his  play  should  be  trained 
to  that  sort  of  excellence  in  which  when  he  grows  up  to  manhood  he 
will  have  to  be  perfected."     [Laws  1  :  643]. 

Plainly  the  natural  activity  of  infancy  is  play,  and  as  plainly  the  only 
possible  education  in  this  period  must  be  through  play.  This  is  pre- 
cisely the  method  of  Mother  Nature.  She  teaches  her  little  ones  all  the 
marvellous  knowledge  they  master  in  infancy  through  pure  play  of 
body  and  of  mind. 

So  far  from  play  being  at  all  inconsistent  with  learning,  the  best 
work  in  education  does  in  fact  take  on  the  character  6f  play.  A  critic 
as  unsentimental  as  Mr.  Herbert  Spencer  lays  down  the  law  that  all 
education,  in  so  far  as  it  is  true,  tends  to  become  play.  He  tests  all 
methods  by  this  criterion — is  it  task  work  or  is  it  to  the  child  as  good  as 
play  ?  It  is  our  ignorance  of  child  nature,  our  poverty  of  invention,  our 
mechanicalness  of  method  which  leave  learning  mere  work.  All  learn- 
ing ought  to  be  spontaneous,  joyous.  Calisthenics  is  turning  into  a 
semi-dancing,  to  the  music  of  the  piano;  natural  sciences  are  coming 
to  be  taught  through  excursions  in  the  field  and  wood,  and  by  experi- 
ments in  the  Jaboratory  ;  the  dry  drill  of  languages  is  brightening  into 
the  cheery  conversation  class ;  the  catechism  in  the  Sunday  school  is 
yielding  room  for  the  music  of  hymns  and  carols.  There  is  nothing 
incompatible  between  the  merry  play  of  the  nursery  and  the  school  into 
which  we  would  turn  it,  if  only  we  can  be  cunning  enough  to  devise  a 
subtle  illusion  wherein  as  the  children  think  they  are  only  playing  we 
shall  see  that  they  are  also  learning.     Leaving  them  their  free,  sponta- 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  Vll 

neous,  natural  impulses  of  playfulness,  we  may  then  lead  these  impulses 
up  into  a  system  which  shall,  with  benign  subtility,  unwittingly  to  the 
children,  school  them  in  the  most  important  of  knowledges,  train  them 
in  the  most  valuable  of  powers,  fashion  them  into  the  most  precious  of 
habits,  open  within  them  the  deepest  springs  of  eternal  life.  Only  for 
this  finest  and  divinest  of  pedagogies  we  must,  as  the  greatest  of  teach- 
ers has  taught  us,  get  low  down  to  the  plane  of  the  little  ones,  and  our- 
selves become  as  children,  that  we  may  enter  the  kingdom  of  heaven. 
For  as  Sir  William  Hamilton,  and  long  before  him  Lord  Bacon,  pointed 
out,  childlike  docility  of  soul  is  the  condition  of  entering  into  that 
province  of  the  kingdom  of  heaven  which  is  truth,  as  well  as  into  that 
which  is  goodness,  the  secret  of  philosophies  and  sciences  as  of  theologies 
and  life.  To  construct  the  true  system  of  child-schooling  we  must  be 
humble  enough  and  wise  enough  to  go  to  Mother  Nature's  Dame 
Schools  and  learn  her  science  and  art  of  infantile  pedagogy.  If  some 
genius,  child-hearted,  should  seriously  set  himself  to  study  sly  old 
Mother  Nature  in  her  most  trivial  actions,  patiently  watching  her 
most  cunningly  concealed  processes,  he  might  steal  upon  her  thus  and 
catch  the  secret  of  the  Sphinx's  nurturing  by  play,  and  might  open  for  us 
the  ideal  education  for  the  early  years  of  childhood.  And  this  is  just 
what  Frohel  did.  With  unwearied  patience  and  in  the  very  spirit  of  this 
childlike  teachableness  he  studied  the  plays  and  songs  of  mothers  and 
nurses  and  children  left  to  their  own  sweet  will,  till  divining  at  last  the 
principles  underlying  these  natural  methods  he  slowly  perfected  the 
kindergarten;  verifying  it  by  faithful  personal  experiment  and  be- 
queathing to  the  generations  that  should  come  after,  the  child-garden, 
the  sunny  shelter  wherein  in  happy  play  the  bodies,  minds  and  souls  of 
the  little  ones  should  beautifully  grow  out  into  health,  intelligence  and 
goodness. 

5.     Purifying  Influences  of  Happy  Play. 

Visitors  in  a  kindergarten  watch  its  occupations  and  leave  it  with 
the  somewhat  contemptuous  criticism — oh !  its  all  very  nice  and  pleas- 
ant, a  very  pretty  play. 

We--;  this  all,  the  Kindergarten  might  enter  a  strong  plea  on  its  own 
behalf,  In  the  foul  tenements  and  the  dirty  streets  and  alleys  of  our 
great  cities  the  tainted  air  is  sapping  the  vitality  of  the  children, 
poisoning  their  blood,  sowing  their  bodies  with  the  seeds  of  disease, 
and  educating  the  helpless  hosts  who  crowd  every  market  place  of  labor, 
unfit  physically  to  contend  in  the  struggle  for  existence.  In  these  dull 
and  depressing  surroundings  a  gradual  stupefaction  is  stealing  over 
their  minds,  preparing  that  unintelligent  action  wherein  those  whom 
Carlyle  called  "  The  Drudges  "  are  taking  their  place  in  society  as  the 
human  tenders  of  our  super-human  machines.  Tn  the  sad  and  somber 
atmosphere  of  these  homes,  whose  joylessness  they  feel  unconsciously,  as 
the  cellar  plant  misses  the  light  and  shrivels  and  pales,  the  inner  spring 
of  energy  and  its  strength  of  character,  the  virtus  or  virtue  of  the 


712  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

human  being  relaxes,  and  their  souls  become  flabby  and  feeble.  Lack- 
ing the  sunny  warmth  of  happiness  in  childhood  they  lack  through  life 
the  stored  up  latencies  of  spiritual  heat  which  feed  the  noblest  forces 
of  the  being.  "  We  live  by  admiration,  joy  and  love,"  Wordsworth 
says ;  which  implies  that  we  may  die  by  joylessness. 

True,  the  child  nature  will  not  wholly  be  crushed  out,  and  in  the  most 
squalid  so-called  "  homes  "  in  the  saddest  streets  it  will  play  in  some-wise, 
though  it  is  literally  true  that  not  a  few  have  their  playfulness  smoth- 
ered within  them.  But  what  play !  How  dull  and  dreary,  how  coarse 
and  low, — imitation,  as  the  great  Greek  said  of  many  of  the  stage-plays 
of  children  of  a  larger  growth,  "  of  the  evil  rather  than  of  the  good  that 
is  in  them."  A  veritable  mis-education  in  play,  as  all  who  are  familiar 
with  the  street  plays  of  our  poor  quarters  too  sadly  know,  copying  the 
vile  words  and  brutal  manners  which  are  the  fashion  of  these  sections, 
feeding  the  prurient  fancies  -which  Mr.  Ruskin  says  are  the  mental 
putresence  gendered  of  physical  filth  in  the  over-crowding  together  of 
human  beings.  The  play  not  as  of  the  children  of  the  Father  in 
Heaven  but  as  of  the  abducted  little  ones  of  the  Heavenly  Father, 
reared  in  the  purlieus  of  their  false  father  the  Devil.  So  that  there  is  a 
vast  deal  of  philosophy  in  the  remark  contained  in  a  Report  of  a  cer- 
tain Children's  Asylum  in  London,  to  the  effect  that  the  first  thing  the 
matron  found  it  necessary  to  do  with  many  of  the  waifs  brought  into 
the  Home  was  to  teach  them  to  play ! 

If  only  the  little  ones  in  their  most  susceptive  years  are  gathered  in 
from  harmful  surroundings,  are  shielded  from  scorching  heats  and 
chilling  winds,  are  warded  from  the  wild  beasts  that  lurk  around  the 
valleys  where  the  tender  lambs  lie,  though  in  pastures  dry  and  by 
turbid  waters  ;  if  only,  fenced  in  thus  from  the  hearing  of  harsh,  foul 
words,  and  from  the  seeing  of  brutalizing  and  polluting  actions,  they 
are  left  for  the  best  hours  of  each  day  to  disport  themselves  in  innocent 
and  uncontaminating  happiness  amid  these  "  pretty  plays,"  it  would  be 
an  inestimable  gain  for  humanity.  For  thus,  in  its  native  surround- 
ings, the  better  nature  of  each  child  would  have  a  chance  to  grow,  and 
the  angel  be  beforehand  with  the  beast,  when,  not  for  an  hour  on  Sun- 
days, but  always,  their  angels  do  behold  the  face  of  the  Father  in 
Heaven. 

The  Lord  God  made  a  garden,  and  there  he  placed  the  man.  So  the 
sacred  story  runs,  deep-weighted  with  its  parable  of  life.  A  garden  for 
the  soul,  bright  and  warm  in  soft,  rich  happiness,  sunning  the  young 
life  with  "  the  vital  feelings  of  delight " — this  is  the  ideal  state,  or  as  we 
now  phrase  it  the  normal  environment,  for  child  growth.  As  much  of 
the  conditions  of  such  a  child-garden  as  can  be  secured  in  "  this  naughty 
world  "  is  the  first  desideratum  for  that  education  which  looks  on  towards 
the  second  Adam,  the  perfect  manhood,  the  measure  of  the  stature  of  the 
fullness  of  Christ.  To  open  such  Child  Gardens  and  to  place  therein 
loving,  sympathetic  women  to  mother  their  plays  and  keep  them  sweet 


TUE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  713' 

and  clean  and  gentle,  this  were  to  do  for  the  growth  of  the  Christ 
Child  a  work  worthy  of  the  Christian  churches. 

But  this  is  far  from  all  the  good  of  the  Child  Garden.  It  is  indeed 
only  its  outer  and  superficial  aspect,  in  which,  even  before  its 
carping  critics,  who  know  not  what  they  say  and  so  are  forgiven, 
'Wisdom  is  justified  of  her  children.  Underneath  these  "  pretty  plays  " 
there  is  a  masterly  guidance  of  the  play  instinct  in  the  direction  of 
the  wisest  and  noblest  culture.  They  are  faithful  reproductions  of 
Mother  Nature's  schooling  in  play,  and  every  part  of  the  carefully 
elaborated  system  has  a  direct  educative  value  in  one  of  the  three  lines 
in  which,  as  already  indicated,  our  State  system  seems  most  defective  ; 
all  three  of  which,  in  differing  degrees  bear  upon  that  culture  of  char- 
acter with  which  the  Church  has  need  to  busy  herself,  in  disciplining 
men  into  the  perfect  manhood  of  Christ. 

6.     Physical  Training  of  the  Kindergarten  and  its  Bearing  on  Character. 

The  kindergarten  plays  form  a  beautiful  system  of  calisthenics, 
adapted  for  tender  years,  and  filled  out  with  the  buoyancy  of  pure 
sportiveness.  The  marching,  the  light  gymnastic  exercises,  the  imita- 
tive games,  with  the  vocal  music  accompanying  them,  occupy  a  consid- 
erable portion  of  the  daily  session  in  an  admirable  physical  culture.  If 
ordinary  attention  is  paid  to  ventilation,  and  the  room  be,  as  it  ought 
to  be,  a  sunny  room,  guarded  against  sewer  gas  and  other  "  modern 
conveniences,"  this  physical  culture  ought  to  have  a  most  positive  and 
beneficent  influence  on  the  health  of  the  children.  If  a  good  substan- 
tial dinner  is  pi-ovided  for  them,  one  "  square  meal "  a  day  added  to 
the  pure  air  and  judicious  exercise  ought  to  lay  well  the  first  founda- 
tion, not  alone  of  material,  but  of  moral  success  in  life.  Health  is 
the  basis  of  character  as  of  fortune.  There  is  a  imysiology  of  morality. 
Some  of  the  grossest  vices  are  largely  fed  from  an  impure,  diseased 
and  enfeebled  physique.  Drunkenness,  especially  among  the  poor,  is 
to  a  large  extent  the  craving  for  stimulation  that  grows  out  of  their 
ill-fed,  ill-housed,  ill-clothed,  over-worked,  unsunned,  sewer-poisoned 
condition.  Lust  is  intensified  and  inflamed  by  the  tainted  blood  and 
the  over-tasked  nervous  system.  Purity  of  mind  grows  naturally  out 
of  purity  of  body.  Physiologists  understand  these  facts  far  better 
than  ethicists.  Then,  too,  lesser  vices  are  in  their  measure,  equally 
grounded  in  abnormal  physical  conditions.  Faults  of  temper,  irrita- 
bility, sullenness  and  anger  are  intimately  connected  with  low  health, 
the  under  vitalized  state  which  characterizes  the  city  poor. 

Perfection  of  character  implies  a  happy  physical  organization,  or 
that  masterfulness  of  soul  which  is  the  rarest  of  gifts.  Moderate  appe- 
tites, a  serene  disposition,  generous  feelings,  with  their  fellow  excel- 
lences, may  be  the  victory  of  the  exceptional  saints ;  but  they  may  also 
be  the  natural  endowment  of  the  healthy  common  people.  A  harmo- 
nious body  will  sublimate  the  finer  qualities  of  the  soul.     In  man,  as 


*7l4  THE  FREE  KINDEKGARTEN  IN  CHURCH  WORK. 

in  the  animals,  when  we  see  such  physical  organizations  we  look  to  find 
such  moral  natures.  Axiomatic  as  this  is,  it  none  the  less  needs  to  be 
reiterated  in  the  ears  of  moral  and  religious  teachers.  To  claim  this 
is  to  raise  no  question  concerning  the  relative  priority,  in  genesis  or  in 
importance,  of  body  or  mind.  Even  if  the  body  be,  as  I  certainly 
hold,  the  material  envelope  drawn  around  the  spirit,  molded  and 
fashioned  by  the  quality  of  the  soul ;  and  the  prime  concern  be  there- 
fore with  the  vital  energy  and  purity  of  the  spirit ;  still  according  to 
the  materials  supplied  in  food  and  air,  will  the  body  thus  organized  be 
determined,  and  its  reflex  influence  tell  imperiously  upon  the  inner 
being.  In  striving  to  grow  healthful  souls  we  must,  to  this  very  end, 
grow  healthful  bodies.  While  feeding  assiduously  the  forces  of  con- 
science and  affection  and  will,  we  must  largely  feed  them  indirectly, 
by  filling  the  physical  reservoirs  on  which  these  virtues  need  must  draw 
with  sweet,  clean,  pure,  full  tides  of  life.  The  Church  must  learn  a 
lesson  from  its  Master,  and  be  at  once  Good  Physician  and  Merciful 
Savior;  restoring  health  as  well  as  remitting  sin.  And  the  beginning 
of  this  dual  work  seems  to  me  to  lie  in  some  such  system  of  infantile 
physical  nurture,  carried  on  under  the  name  and  in  the  spirit  of  the 
Lord  Jesus  Christ.  Our  churches  are  all  more  or  less  busied  with  feed- 
ing the  hungry,  and  otherwise  caring  for  the  bodies  of  the  poor.  Will 
it  not  tell  more  on  the  work  of  saving  men  out  of  sin  to  put  the  money 
spent  in  alms  to  adults — largely  misapplied  and  nearly  always  harmful 
to  the  moral  fiber — into  a  culture  of  health  for  the  children  ? 

7.     Industrial  Training  of  the  Kindergarten  and  its  Bearing  on  Character. 

The  kindergarten  plays  form  a  most  wise  system  for  culturing  the 
powers  and  dispositions  which  lay  the  foundation  for  successful  indus- 
trial skill ;  and  this  also  bears  directly  upon  the  supreme  end  of  the 
Church's  work — the  turning  out  of  good  men  and  women. 

The  fundamental  position  of  the  kindergarten  in  a  system  of  indus- 
trial education  is  recognized  in  Germany,  and  must  soon  be  perceived 
here.  The  natural  instinct  of  childhood  to  busy  itself  with  doing 
something,  its  spontaneous  impulse  to  be  making  something,  is  in  the 
kindergarten  discerned  as  the  striving  of  that  creative  power  which  is 
mediately  in  man  as  the  child  of  God.  It  is  utilized  for  the  purposes 
of  education.  Pricking  forms  of  geometrical  figures  and  of  familiar 
objects  on  paper,  weaving  wooden  strips  into  varied  designs,  folding 
paper  into  pretty  toys  and  ornaments,  plaiting  variegated  strips  of  paper 
into  ingenious  and  attractive  shapes,  modeling  in  clay — these,  with  other 
kindred  exercises,  "  pretty  play  "  as  it  all  seems,  constitute  a  most  real 
education  by  and  for  work.  By  means  of  these  occupations  the  eye  is 
trained  to  quickness  of  perception  and  accuracy  of  observation,  the  hand 
to  deftness  of  touch  and  skill  of  workmanship,  such  as  a  child  may  win, 
the  sense  of  the  beautiful  is  roused  and  cultivated,  the  fancy  fed  and  the 
imagination  inspired,  the  judgment  exercised  and  strengthened,  original- 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  715 

» 

ity  stimulated  by  often  leaving  the  children  to  fashion  their  own  designs, 
while  habits  of  industry  are  inwrought  upon  the  most  plastic  period  of 
life,  and  the  child  accustomed  to  find  his  interest  and  delight  in  work, 
and  to  feel  its  dignity  and  nobleness.  How  directly  all  this  bears 
upon  the  Labor  Problem,  the  vexed  question  of  philanthropy,  is  patent 
to  all  thoughtful  persons.  Every  market  place  is  crowded  with  the 
hungry  host  bitterly  crying  "no  man  hath  hired  us,"  utterly  uncon- 
scious that  no  man  can  hire  them  save  as  a  charity.  For  skilled  work- 
men and  work-women  there  is  always  room  in  every  line.  Employers 
are  importing  trained  work  people  in  most  industries,  while  all  around 
lies  this  vast  mass  of  people  who  never  were  taught  to  find  the  pride 
and  pleasure  of  life  in  doing  thoroughly  their  bit  of  daily  work. 

Simply  as  a  question  of  the  prevention  of  suffering,  the  immediate 
step  to  be  taken  by  those  who  would  wisely  help  their  poorer  brothers 
is  the  provision  of  schools  for  technical  training  in  the  handicrafts,  such 
as  exist  notably  in  Paris  and  in  parts  of  Germany.  And  as  the  place  to 
begin  is  at  the  beginning,  any  attempt  to  construct  such  a  system  of 
industrial  education  should  start  with  the  training  of  early  childhood  in 
the  powers,  the  habits  and  the  love  of  work,  as  in  the  Kindergarten. 
Miss  Peabody's  open  letter  to  Mrs.  Elizabeth  Thompson  arguing  for  the 
Kindergarten  as  a  potent  factor  in  the  solution  of  the  Labor  Problem 
was  thoroughly  wise.  In  so  far  as  education  solves  the  problem,  the 
Kindergarten  is  the  first  word  of  the  answer  yet  spelled  out. 

But  the  Labor  Problem  is  not  only  the  dark  puzzle  of  want,  it  is,  in 
large  measure  also,  the  darker  puzzle  of  wickedness.  Want  leads  to 
very  much  of  the  wickedness  with  which  our  courts  deal.  The  preven- 
tion of  suffering  will  be  found  to  be  the  prevention  of  a  great  deal  of 
sinning.  How  much  of  the  vice  of  our  great  cities  grows  directly  out 
of  poverty,  and  the  lot  poverty  finds  for  itself.  Drunkenness  among 
the  poor  is  fed  not  only  from  the  physical  conditions  above  referred  to, 
but  from  the  craving  for  social  cheer  left  unsupplied  in  the  round  of 
long,  hard  work  by  day,  and  dull,  depressing  surroundings  by  evening. 
Who  that  knows  anything  of  the  most  pitiable  class  our  communities 
show  does  not  know  whence  and  how  their  ranks  are  chiefly  recruited. 
Of  old  the  fabled  city,  to  save  its  homes  from  being  devoured,  chose  its 
fairest,  noblest  and  best  to  offer  up  in  propitiatory  sacrifice,  and 
bound  Andromeda  to  the  rocks  a  victim  for  the  monster  of  the  sea. 
Our  cities  send  press-gangs  through  the  humbler  quarters,  entrap 
their  hungry  daughters  with  baits  of  food,  their  struggling  work  girls, 
mis-educated  to  the  ambition  of  becoming  ladies,  with  seductive  snares 
of  ease  and  luxury  and  gentility,  and  bind  their  poor  maidens  to  the 
rocks  of  pitiless  publicity  with  chains  forged  from  poverty,  welded  in 
famine,  and  riveted  with  sham  pride ;  and  thus,  so  say  our  wise  men, 
preserve  our  homes  intact.  To  eke  out  the  insufficient  wages  of 
unskilled  work  there  is  one  resource  for  working  girls.  To  realize  the 
day-dream  of  the  fine  lady  there  is  the  whispered  temptation  of  the 


716  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

Spirit  of  Evil.  If  the  church  would  preserve  the  virtue  so  earnestly 
inculcated  upon  its  Sunday-school  children,  it  must  not  rest  with  inspir- 
ing the  right  spirit,  it  must  impart  the  power  to  fashion  the  right  condi- 
tions for  virtuous  life.  It  must  not  only  teach  the  children  to  pray 
"  Lead  us  not  into  temptation  ;  "  it  must  train  them  so  as  to  lead  them 
out  of  temptation. 

Nor  is  it  only  a  negative  good  thus  won  for  character  in  laying  the 
foundations  of  industrial  education.  The  more  manly  a  boy  is  made, 
the  stronger  he  becomes  for  all  good  aims,  the  larger  the  store  of 
reserved  forces  on  which  he  can  draw  if  he  really  seeks  to  win  a  noble 
character.  The  more  of  "  faculty,"  as  our  New  England  mothers 
called  efficiency,  a  girl  is  endowed  with,  the  robuster  is  her  strength- 
fulness  of  soul ;  every  added  power  of  being  garrisoning  her  spirit  with 
a  larger  force  for  the  resistance  of  evil.  The  mastery  of  the  body,  the 
culture  of  mental  and  moral  qualities  earned  on  in  the  process  of  develop- 
ing a  skilled  worker,  finding  delight  and  pride  in  doing  the  daily  work 
well,  help  mightily  towards  the  supreme  end  of  life.  Patience,  perse- 
verance, strength  of  will,  sound  judgment,  the  habit  of  going  through 
with  a  thing— these  all  tell  on  the  great  job  the  soul  takes  in  hand. 
A  number  of  years  since  Cardinal  Wiseman's  lecture  on  The  Artist 
and  The  Artisan  called  the  attention  of  the  public  to  the  necessity, 
not  only  on  economic  but  on  ethical  grounds,  of  investing  labor  with 
dignity  and  clothing  it  with  delight;  of  filling  out  the  common  tasks  of 
the  artisan  with  the  spirit  of  the  artist,  and  thus  transfiguring  manual 
labor  into  a  spiritual  education.  Mr.  Ruskin  has  been  for  years  preach- 
ing sternly  this  new  gospel.  He  finds  in  it  a  clue  to  the  discontent  and 
consequent  demoralization  of  the  mass  of  our  unintelligent  and  thus 
uninterested  labor,  which  turns  from  its  ordained  springs  of  daily  joy, 
finding  them  empty,  to  drink  of  the  turbid  streams  which  flow  too  near 
to  every  man. 

Again  the  ancient  parable  speaks  unto  us.  In  the  garden  the  Lord 
God  placed  the  man  to  dress  it  and  to  keep  it.  The  divine  education  of 
man  is  through  some  true  work  given  him  to  do.  While  he  does  that 
well,  finding  his  delight  in  it,  all  goes  well.  Sin  enters  when,  discon- 
tented with  the  fruit  that  springs  up  beneath  his  toil,  he  covets  that 
which  grows  without  his  toil.  The  use  of  the  world  as  abusing  it,  in 
drunkenness  and  lust  and  every  prostitution  of  natural  appetite,  is  found 
in  the  classes  whose  joy  is  not  in  their  work,  either  as  having  no  work 
to  do,  or  as  despising  that  which  is  necessarily  done. 

One  of  the  finest  and  healthiest  creations  of  the  lamented  George 
Eliot  was  Adam  Bede,  the  carpenter  whose  work-bench  was  his  lesson- 
book,  whose  daily  tasks  were  his  culture  of  character,  and  whose  com- 
mon labor  of  the  saw  and  chisel  fashioned  thus  a  noble  manhood.  Is 
not  this  the  inner  meaning  of  the  fact  that  the  world's  Savior  came  not 
as  the  princely  heir  of  the  throne  of  the  Sakya-Munis,  in  the  splendid 
palace  of  the  royal  city  of  Kapilavastu,  but  as  the  carpenter's  son  in 


THE  FKEE  KINDERGARTEN  IN  CHURCH  WORK.  Tl7 

the  cottage  of  Nazareth?  So  that  again  we  see  the  need  that  the 
churches  should  make  a  Child  Garden,  and  place  the  infant  Adams 
therein  to  dress  it  and  to  keep  it. 

8.     Moral  Culture  through  the  Social  Laws  of  the  Kindergarten. 

And  thus  we  come  at  last  to  the  crux  of  the  case.  The  Kindergarten 
is  a  system  of  child  occupation,  a  curriculum  of  play,  looking  straight 
on  to  the  supreme  end  of  all  culture — character  ;  a  child-garden  whose 
fruitage  is  in  the  spirit-flowering  induced  therein,  beautiful  with  the 
warm,  rich  colors  of  morality,  fragrant  with  the  aromatic  incense  of 
religion.  It  is  essentially  a  soul-school,  reproducing  on  a  smaller  scale 
God's  plans  of  education  drawn  large  in  human  society. 

The  little  ones  just  out  of  their  mother's  arms  are  gathered  into  a 
miniature  society,  with  the  proper  occupations  for  such  tender  years,  but 
with  the  same  drawing  out  of  affection,  the  same  awakening  of  kindly 
feeling,  the  same  exercise  of  conscience  in  ethical  discriminations,  the 
same  development  of  will,  the  same  formation  of  habits,  the  same 
calling  away  from  self  into  others,  into  the  larger  life  of  the  community, 
which,  in  so  far  as  civilization  presents  a  true  society,  constitutes  the 
education  of  morality  in  '  Man  writ  large.'  Morality  is  essentially, 
what  Maurice  called  it  in  his  Cambridge  Lectures,  "  Social  Morality." 

An  order  is  established  round  about  the  little  ones,  environing  them 
with  its  ubiquitous  presence,  constraining  their  daily  habits,  impress- 
ing itself  upon  their  natures  and  moulding  them  while  plastic  into 
orderliness.  Certain  laws  are  at  once  recognized.  They  are  expected 
to  be  punctual  to  the  hour,  regular  in  coming  day  by  day,  to  come  with 
washed  hands  and  faces  and  brushed  hair,  to  be  obedient  to  the  Kin- 
dergartner  etc.  A  sense  of  law  thus  arises  within  their  minds.  It 
steals  upon  them  through  the  apparent  desultoriness  of  the  occupations, 
and  envelopes  their  imaginations  in  that  mystery  of  order  wherein, 
either  in  nature  or  in  man,  is  the  world-wide,  world-old  beginning  of 
religion ;  while  moulding  their  emotions  and  impulses  into  the  habi- 
tudes of  law  wherein  is  the  universal  beginning  of  morality. 

All  of  the  special  habitudes  thus  induced  tell  directly  and  weightily 
upon  the  formation  of  character ;  so  much  so  that  it  is  unnecessary  to 
emphasize  the  fact,  except  perhaps  in  the  case  of  the  habit  of  cleanli- 
ness and  the  care  of  the  person  in  general.  "  Cleanliness  is  next  to 
godliness  "  ran  the  old  saw,  with  a  wisdom  beyond  the  thought  of  most 
of  those  who  glibly  quote  it  in  their  missions  of  charity  to  the  homes  (?) 
of  poverty,  wherein  to  bring  any  true  cleanliness  needs  nothing  less 
than  a  new  education.  Cleanliness  is  essential  to  health,  the  lack  of 
which  saw,  as  already  hinted,  has  so  much  to  do  with  the  temptations 
of  the  poor.  It  is  equally  essential  to  that  self  respect  wherein  ambition 
and  enterprise  root,  and  out  of  which  is  fed  that  sense  of  honor  which 
so  mightily  supports  conscience  in  the  cultured  classes.  It  is  also, 
under  the  all-pervading  law  of  correspondences  which  Swedenborg  has 


718  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

done  most  to  open,  inseparably  inter-linked  with  purity,  the  cleanli- 
ness of  the  soul.  Physiology  and  psychology  run  into  each  other 
undistinguishably  in  a  being  at  once  body  and  spirit,  so  that  the  state 
of  the  soul  is  expressed  in  the  condition  of  the  body,  and  is  in  turn 
largely  determined  by  it.  To  care  for  the  purity  and  decency  of  the 
temple  used  to  be  priestly  service.  To  care  for  the  temple  of  the  Holy 
Ghost  still  should  be  viewed  not  only  as  tlie  task  of  the  sanitarian  sex- 
ton but  as  the  charge  of  the  spiritual  priesthood ;  not  a  policing  of 
the  building  but  a  religious  service  in  the  building,  an  instruction  in 
purity,  a  worship  of  the  Lord  and  Giver  of  Life. 

9.  Moral  Culture  through  the  Social  Manners  of  the  Kindergarten. 
In  this  miniature  society  there  is  a  school  of  manners.  One  smiles 
in  reading  the  account  of  the  back-woods  log  school-house  where  the 
gawky  lad  Abraham  Lincoln  was  taught  manners.  But  indeed  is  not 
this  bound  up  with  any  good  training  of  character?  The  noblest 
schools  of  manhood  have  always  laid  great  stress  upon  manners; 
whether  it  has  been  the  Spartan  discipline  of  youth  in  respect  to  their 
elders,  through  every  attitude,  as  the  expression  of  that  reverence 
which  they  felt  to  be  the  bond  of  society ;  or  the  training  of  noble  lads 
in  the  days  of  Chivalry  to  all  high  bred  courtesy  and  gentle-manliness, 
as  the  soul  of  the  true  knight  whose  motto  should  be  noblesse  oblige. 
Goethe  in  his  dream  of  the  ideal  education,  in  '  Wilhelm  Meister,'  made 
the  training  of  youth  in  symbolic  manners  a  conspicuous  feature. 
So  great  a  legislator  as  Moses  was  not  above  ordering  concerning  the 
manners  of  the  people  in  his  all  embracing  scheme  of  State  education  ; 
"  Ye  shall  not  walk  in  the  manners  of  the  nations  whom  I  cast  out 
from  before  you."  So  scientific  a  critic  as  Herbert  Spencer  finds  in 
manners  the  outcome  of  a  people's  social  state,  i.  e.  of  its  moral  state. 
True,  the  manners  may  be  the  superficial  crust,  the  hardened  conven- 
tionalities which  neither  express  nor  cherish  the  inner  spirit,  but  so 
may  ritual  religion,  the  manners  of  the  soul  with  God,  become  wholly 
formal  and  dead.  Nevertheless  we  do  not  decry  the  ritual  of  religion, 
nor  should  we  any  more  depreciate  the  ritual  of  morality,  manners. 
The  aim  of  the  true  educator  should  be  to  find  the  best  ritual  of  mor- 
ality and  spiritualize  it ;  present  it  always  lighted  up  with  the  ethical 
feeling  of  which  it  is  the  symbolic  expression.  The  homes  of  really 
cultured  and  refined  people  carry  on  this  work,  among  the  other 
educational  processes  which  Emerson  says  are  the  most  important  as 
being  the  most  unconscious.  For  the  children  of  the  very  poor,  whose 
homes  are  rough  and  rude,  unsoftened  by  grace,  unlighted  by  beauty, 
uninspired  by  an  atmosphere  of  gentleness,  unadorned  by  living  pat- 
terns of  cultured  courtesy,  the  need  is  supplied  in  the  Kindergarten,  the 
society  of  the  petite  monde.  Herein  the  little  ones  have  before  them 
daily,  in  the  persons  of  the  Kindergartner  and  her  assistants,  a  higher 
order  of  cultivation,  all  whose  ways  take  on  something  of  the  refine- 


THE  FREE  KINDERGARTEN  IN  CIILT.CII  WORK.  7l9 

ment  that  naturally  clothes  the  lady ;  and,  seen  through  the  atmosphere 
of  affection  and  admiration  which  surround  them,  are  idealized  before 
the  little  ones  into  models  of  manners,  which  instinctively  waken  their 
imitativeness  and  unconsciously  refine  them  and  render  them  gentle, 
a  very  different  thing  from  genteel.  To  the  Kindergartner  is  drawn  the 
respect  and  deference  which  accustom  the  children  to  that  spirit  which 
a  certain  venerable  catechism  describes  as  the  duty  of  every  cliild  ;  an 
ideal  we  may  pray  not  yet  wholly  antiquated  in  these  days  of  democ- 
racy, where  every  man  thinks  himself  as  good  as  his  neighbor  and  a 
little  better  too,  if  the  hierarchy  we  find  in  nature  is  still  any  type  of 
the  divine  ordinations  or  orderings  of  society :  "  My  duty  towards 
my  neighbor  is  ...  to  love,  honor  and  succor  my  father  and 
mother,  to  honor  and  obey  the  civil  authority,  to  submit  myself  to  all 
my  governors,  teachers,  spiritual  pastors  and  masters,  to  order  myself 
lowly  and  reverently  to  all  my  betters." 

Among  themselves  in  the  daily  relations  of  the  Kindergarten,  in  its 
plays  and  games,  the  children  are  taught  and  trained  to  speak  gently, 
to  act  politely,  to  show  courtesy,  to  allow  no  rudeness  or  roughness  in 
speech  or  action.  The  very  singing  is  ordered  with  especial  reference 
to  this  refining  influence,  and  its  soft,  sweet  tones  contrast  with  the 
noisy  and  boisterous  singing  of  the  same  class  of  children  in  the  Sun- 
day-school not  only  aesthetically  but  ethically. 

The  importance  given  to  music  in  the  Kindergarten,  where  every- 
thing that  can  be  so  taught  is  set  to  notes  and  sung  into  the  children, 
is  the  carrying  out  of  the  hints  given  by  the  greatest  thinkers,  from 
Plato  to  Goethe,  as  to  the  formative  power  of  music.  One  who  knows 
nothing  of  these  hints  of  the  wise,  and  who  had  never  reflected  upon 
the  subject,  in  watching  a  well  ordered  Kindergarten  would  feel 
instinctively  the  subtle  influence  of  sweet  music  in  softening  the 
natures  of  the  little  ones,  in  filling  them  with  buoyant  gladness,  in 
leading  them  into  the  sense  of  law,  in  harmonizing  their  whole 
natures.  I  remember  a  late  occasion  when  I  was  profoundly  im- 
pressed with  this  and  felt  the  words  of  the  masters,  long  familiar  to 
me,  open  with  unsuspected  depth. 

10.  Moral  Culture  in  the  Nurture  of  Unselfishness. 
In  this  miniature  society  there  is  a  schooling  in  all  the  altruistic 
dispositions, — to  use  the  rather  pretentious  phraseology  of  our  later 
ethical  philosophers,  in  lieu  of  any  better  expression — an  education  of 
the  individual  out  of  egoism,  self-ism  and  the  selfishness  into  which  it 
rapidly  runs;  an  instruction  in  the  principles,  and  a  training  in  the 
habits  of  those  duties  each  one  owes  his  neighbor,  which  constitute 
morality.  As  in  the  association  which  civilization  begins,  and  in  whose 
increase  civilization  develops,  so  in  this  miniature  society,  individuali- 
ties are  brought  together  from  their  separate  homes  in  a  common  life, 
a  community  whose  occupations,  aims  and  interests  are  one ;  where  the 


"720  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

pleasures  of  each  one  are  bound  up  with  the  pleasures  of  his  fellows, 
his  own  desires  limited  by  the  desires  of  his  playmates,  his  self-regard 
continually  brought  into  conflict  with  the  resistance  offered  by  the  self- 
regard  of  others,  and  he  is  taught  to  exercise  himself  in  thinking  of 
his  companions  aud  to  find  a  higher  delight  than  the  gratification  of  his 
own  whims  in  the  gratification  of  others'  wishes.  The  law  of  this  lit- 
tle society  is  the  Golden  Rule.  This  law  is  made  to  seem  no  mere  hard 
imposition  of  a  Power  outside  of  them  which  they  are  painfully  to 
obey,  but  the  pleasant  exposition  of  the  Good  Man  within  them,  the  law 
written  in  their  hearts,  which  they  can  happily  obey,  finding  that 
indeed  "  It  is  more  blessed  to  give  than  to  receive."  The  little  ones  are 
accustomed  in  their  plays  to  consult  each  other's  wishes  and  to  subor- 
dinate their  individual  likings  to  the  liking  of  some  friend.  "  What 
shall  we  play  now?"  says  the  Kindergartner  ;  and  up  goes  the  hand  of 
some  quick  moving  child — "  Let  us  play  the  farmer."  "  Yes,  that  would 
be  nice,  but  don't  you  think  it  would  be  still  nicer  if  we  were  to  ask 
Fanny  to  choose  ?  She  has  been  away  you  know,  and  looks  as  though 
she  had  a  little  wish  in  her  mind.  I  see  it  in  her  eyes.  Wouldn't  it 
be  the  happiest  thing  for  us  all  if  we  let  our  dear  little  sick  Fanny 
choose?"  And  this  appeal  to  the  generosity  and  kindliness  instinct 
in  all  children,  but  repressed  in  all  from  the  start  by  the  barbarism 
into  which  the  neglected  nursery  runs  and  unto  which  the  competitive 
school  system  aspires,  draws  forth  the  ready  response,  "  Oh  !  yes,  let 
Fanny  choose."  Thus  the  little  ones  have  their  daily  lesson,  changing 
form  with  each  day,  but  recurrent  in  some  form  on  every  day,  in  the 
meaning  of  the  Master's  word  and  the  spirit  of  his  life. 

By  the  side  of  Johnny,  who  is  bright  and  quick  and  is  finishing  his 
clay  modeling  easily,  sits  Eddie,  who  is  slow  of  mind  and  dull  of 
vision  and  awkward  of  hand  and  can't  get  his  bird's  nest  done.  The 
Kindergartner  can  of  course  help  him,  but  a  whisper  to  Johnny  sets  his 
fingers  at  work  with  Eddie's  in  the  pleasure  of  kindly  helpfulness,  and 
the  dull  child  is  helped  to  hopeful  action,  while  the  bright  child  is 
helped  to  feel  his  ability  a  power  to  use  for  his  brother's  good.  If  any 
joy  or  sorrow  comes  to  one  of  the  little  company  it  is  made  the  occa- 
sion of  calling  out  the  friendly  and  fraternal  sympathy  of  all  the 
child  community.  "Have  you  heard  the  good  news,  children ?  Mary 
has  a  dear  little  baby  brother,  ever  so  sweet,  too !  Are  n't  we  all 
glad?  "  And  every  face  brightens  and  all  eyes  sparkle  with  the  quick 
thrill  of  a  common  joy.  "  Poor  dear  little  Maggie  !  Is  n't  it  too  bad  ! 
Her  papa  is  very  sick  and  she  can't  come  to  Kindergarten  to-day. 
She  is  sitting  at  home,  so  sad,  because  her  papa  suffers  so  much  and 
her  mamma  is  so  anxious.  Don't  we  all  feel  sorry  for  her?  And 
sha'  n't  wo  send  word  to  her  by  Bessie,  who  lives  right  near  her,  that 
we  all  feel  so  sorry,  and  that  we  hope  her  papa  will  soon  be  well?" 

Scarcely  a  day  passes  without  some  such  occasion  of  calling  out  the 
sympathies  of  the  individual  children  into  the  feeling  of  a  larger  life 
in  common,  in  which  they  are  members  one  of  another  and  share  each 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  721 

other's  joys  and  sorrows.  "  Bear  ye  one  another's  burdens  and  so  fulfill 
the  law  of  Christ,"  may  not  be  written  upon  the  walls  of  the  Kinder- 
garten, but  is  written,  day  by  day,  in  living  lines  upon  the  inner  walls 
of  those  temples  of  the  Holy  Ghost,  whore  it  is  read  by  the  Spirit. 

11.     Moral  Culture  through  a  Life,  Corporate  and  Individual. 

In  manifold  ways  each  day  also  brings  opportunities  of  impressing 
upon  the  little  ones  the  mutually  limiting  rights  of  the  members  of  a 
community,  the  reciprocal  duties  each  one  owes  to  every  other  one 
with  whom  he  has  relations,  and  to  enforce  the  lesson,  "  No  man  liveth 
unto  himself."  A  sense  of  corporate  life  grows  up  within  this  minia- 
ture community,  which  floats  each  life  out  upon  the  currents  of  a 
larger  and  nobler  life.  Each  action  shows  its  consequences  upon 
others,  and  thus  rebukes  selfishness.  Each  little  being  is  bound  up 
with  other  beings,  with  the  whole  society,  and  his  conduct  affects  the 
rest,  changes  the  atmosphere  of  the  whole  company.  Injustice  is  thus 
made  to  stalk  forth  in  its  own  ugliness,  falsehood  to  look  its  native  dis- 
honor, meanness  to  stand  ashamed  of  itself  in  the  condemning  looks 
of  the  little  community.  Justice  rises  into  nobleness,  truth  into  sacred- 
ness,  generosity  into  beauty,  kindness  into  charming  grace  as  their 
forms  are  mirrored  in  the  radiant  eyes  of  the  approving  company. 
That  very  deep  word  of  the  Apostle,  "  Let  him  that  stole  steal  no 
more ;  for  we  are  members  one  of  another,"  grows  in  such  a  child 
community,  a  living  truth,  a  principle  of  loftiest  ethics;  and  in  the 
sense  of  solidarity,  the  feeling  of  organic  oneness,  the  highest  joy  of 
goodness  and  the  deepest  pain  of  badness  becomes  the  perception  of 
the  influence,  mysterious  and  omnipotent,  which  each  atom  exerts  on 
the  whole  body,  for  weal  or  for  woe,  in  the  present  and  in  the  future. 

And  into  this  topmost  reach  of  social  morality  the  little  community 
of  the  kindergarten  begins  to  enter,  blessing  the  individuals  and  pre- 
paring the  soil  for  a  higher  social  state,  that  life  in  common  of  the 
good  time  coming. 

This  social  morality  is  cultured  at  no  cost  of  the  individuality.  The 
sense  of  a  life  in  common  is  not  made  to  drive  out  the  sense  of  a  life 
in  separateness,  in  which  each  soul  stands  face  to  face  with  the  august 
Form  of  Ideal  Goodness,  to  answer  all  alone  to  the  Face  which  searches 
him  out  in  his  innermost  being,  and  wins  him  to  seek  Him  early  and 
to  find  Him.  The  true  Kindei'gartner  is  very  scrupulous  about  lifting 
the  responsibility  in  any  way  from  the  conscience  of  the  child.  In 
these  appeals  to  the  better  nature  of  all,  it  is  that  better  nature  of 
some  child  which  is  left  to  decide  the  question,  only  helped  by  the  way 
she  puts  the  case.  Even  in  a  case  of  disobedience  to  her  command 
she  is  careful  not  so  much  to  be  obeyed  as  to  be  obeyed  by  the  self-won 
victory  of  the  little  rebel,  who  is  given  time  to  get  over  his  sulk  and  to 
come  to  himself,  and  so  to  arise  and  say,  in  his  own  way,  "  I  have 
sinned."  Nothing  in  the  whole  system  is  more  beautiful  than  this 
effort  to  have  the  child  conquer  himself. 

46 


722  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

The  appeal  is  always  through  the  sympathies,  the  affections,  the 
imagination  to  the  sense  of  right  in  each  child,  to  the  veiled  throne 
where  silent  and  alone  Conscience  sits  in  judgment.  Only  it  is  an 
appeal  carried  up  to  this  final  tribunal  by  the  persuasive  powers  of 
social  sympathy,  the  approbation  of  one's  fellows,  the  judgment  in  its 
favor  already  pronounced  by  speaking  faces  and  glowing  eyes.  As 
society  affords  the  sphere  for  the  development  of  conscience,  so  it  fur- 
nishes the  most  subtle  and  powerful  motives  to  conscience,  aud  the 
individual  life  is  perfected  in  the  life  in  common. 

12.     JMoral  Culture  through  an  Atmosphere  of  Love. 

An  atmosphere  of  love  is  thus  breathed  through  the  little  society  of 
the  Kindergarten  under  which  all  the  sweetness  and  graciousness  of 
the  true  human  nature,  the  nature  of  the  Christ  in  us,  opens  and  ripens 
in  beauty  and  fragrance.  All  morality  sums  itself  up  into  one  word — 
Love.  "Owe  no  man  anything  but  to  love  one  another:  for  he  that 
loveth  another  hath  fulfilled  the  law.  For  this,  Thou  shalt  not  commit 
adultery,  Thou  shalt  not  kill,  Thou  shalt  not  steal,  Thou  shalt  not  bear 
false  witness,  Thou  shalt  not  covet ;  and  if  there  be  any  other  com- 
mandment, it  is  briefly  comprehended  in  this  saying,  namely,  Thou 
shalt  love  thy  neighbor  as  thyself.  Love  worketh  no  ill  to  his  neigh- 
bor, therefore  love  is  the  fulfilling  of  the  law." 

To  teach  children  to  really  love  one  another,  to  feel  kindly,  gener- 
ous, unselfish  dispositions  towards  each  other,  and  to  act  upon  those 
dispositions,  is  to  write  the  whole  code  of  conduct  in  the  heart.  And 
plainly  this  is  not  a  matter  for  mere  precept.  It  is  not  to  be  effected 
by  the  most  eloquent  exhortations  of  Sunday-school  teachers  or  of 
pastors.  It  is  a  spirit  to  be  breathed  within  the  very  souls  of  the  little 
ones  in  their  tenderest  years,  from  an  atmosphere  charged  with  loving- 
ness.  This  is  what  makes  a  loving  mother  in  the  home  the  true 
teacher  of  character  in  the  true  school,  vastly  more  influential  than  the 
most  perfect  Sunday-school  or  the  most  wonderful  church.  And  the 
Kindergarten  is  only  a  vicarious  mothering  for  those  whose  homes 
lack  this  divine  nurturing,  a  brooding  over  the  void  of  unformed  man- 
hood and  womanhood  by  a  loving  woman,  bringing  order  out  of  the 
chaos  and  smiling  to  see  it  "very  good."  Nothing  that  can  help  this 
quickening  of  love  is  neglected  in  the  Kindergarten.  The  daily  work 
is  wrought  with  some  special  aim  in  view,  some  thought  of  affection  in 
the  heart.  It  is  to  be  a  gift  for  father  or  mother,  brother  or  sister,  aunt 
or  uncle,  perhaps,  unknown  to  them,  for  Kindergartner  or  for  pastor. 

As  I  write  I  lift  my  eyes  to  look  at  a  horse  pricked  out  on  white 
paper  and  framed  with  pink  paper  strips,  wrought,  with  what  patient 
toil  of  loving  fingers,  by  the  cutest  of  little  darkies,  the  baby  of  our 
Kindergarten,  for  his  pastor;  and  duly  presented — not  without  being 
lifted  high  in  air  and  kissed  most  smackingly — to  me  on  our  last 
Christmas  celebration.  Tims  the  daily  toil  weaves  subtle  fibres  of 
affection  around  the  heart,  models  the  soul  into  shape  uf  gracious  low. 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  723 

All  this  beautiful  moral  culture  is  wrought  through  the  happy  play 
of  the  Child-Garden,  with  a  minimum  of  talk  about  (lie  duty  of  these 
simple  virtues  and  with  a  maximum  of  influences  surrounding  the  chil- 
dren to  make  them  feel  the  happiness  and  blessedness  of  being  good. 
The  atmosphere  is  sunny  with  joy.  The  constant  aim  of  the  Kinder- 
garten is  to  fill  all  with  happiness.  Cross  looks  and  hard  words  are 
banished.  The  law  of  kindness  rules,  the  touch  of  love  conquers.  Mo 
work  is  allowed  to  become  a  task.  It  is  all  kept  play,  and  play  whose 
buoyancy  each  child  is  made  to  feel  inheres  in  the  spirit  of  kindness 
and  affection  and  goodness  which  breathes  through  the  Kindergarten. 
They  are  all  trying  to  do  right,  to  speak  truth,  to  show  kindness,  to  feel 
love,  and  therefore  all  are  happy.  Now  to  be  thoroughly  happy,  over- 
flowingly  happy,  happy  with  a  warmth  and  cheeriness  that  Lights  up 
life  as  the  spring  sun  lights  up  the  earth,  tins  is  itself  a  culture  of  good- 
ness. It  is  to  fill  these  tender  beings  with  stores  of  mellow  feeling,  of 
rich,  ripe  affection  which  must  bud  and  blossom  into  the  flowers  of  the 
goodness  which  are  briefly  comprehended  under  the  one  name  of  Love. 

"  Virtue  kindles  at  the  touch  of  joy," 
wrote  Mrs.  Browning,  knowing  well  whereof  she  wrote.  Joyousness 
pure  and  innocent  and  unselfish,  overflowing  all  around  like  the  rich 
gladness  of  the  light,  is  the  very  life  of  the  children  of  God.  "  Thou 
meetest  him  that  rcjoiceth  and  worketh  righteousness."  The  "  vital 
feelings  of  delight,"  of  which  Wordsworth  spake,  feed  the  vital  actions 
of  righteousness,  in  working  which  God  is  met.  The  happiness  the 
little  ones  have,  whose  angels  stand  ever  before  the  face  of  their  Father 
in  Heaven,  to  become  like  whom  is  to  enter  even  here  the  Kingdom  of 
Heaven,  must  be  something  like  the  pleasures  which  are  at  God's  right 
hand  for  evermore,  a  joy  which  expresses  and  which  feeds  the  purity 
and  the  goodness  of  the  children  of  the  Heaven-Father. 

Is  not  an  institution  which  provides  for  the  cultivation  of  such  social 
morality,  under  such  an  atmosphere  of  sunny  joy,  a  true  Child  Garden, 
for  the  growth  of  the  soul  and  its  blossoming  in  beauty? 

13.     Religious  Culture  in  Ote  Kindergarten. 

What  is  thus  true  of  the  Kindergarten  as  a  school  of  morality  is 
equally  true  of  it  as  a  school  of  religion.  In  carrying  on  such  a  culture 
of  character  as  that  described  above,  the  Kindergarten  would  be  doing 
a  religious  work  even  though  no  formal  word  were  spoken  concerning 
religion.     It  would  be  culturing  the  spirit  out  of  which  religion  grows. 

Love  is  the  essence  of  religion.  All  forms  of  religion  in  their  high- 
est reach  express  this.  Christianity  positively  affirms  it.  The  very 
being  of  the  Source  and  Fount  of  all  spiritual  life  is  essential  love; 
"  God  is  Love."  He  who  manifested  God  to  man  summed  the  whole 
law  in  two  commandments,  the  dual  sphered  forms  of  this  life  of  love 
in  man — "  Thou  shalt  love  the  Lord  thy  God  with  all  thy  heart  and 
with  all  thy  soul  and  with  all  thy  mind.  This  is  the  first  and  great 
commandment.     And  the  second  is  like  unto  it.     Thou  shalt  love  thy 


724  THE  FREE  KINDERGARTEN  EN  CHURCH  WORK. 

neighbor  as  thyself."  In  the  order  of  nature,  love  to  our  neighbor  pre- 
cedes and  prepares  for  love  to  God.  Mother  and  father,  brother  and 
sister  awaken  love  in  us,  drawing  it  out  toward  themselves,  and  thus 
educating  the  soul  to  flow  up  in  love  unto  the  life  of  which  these  earthly 
affections  are  seen  to  be  but  the  shadows.  Human  affections  are  the 
syllables  which  when  put  together  spell  out  the  love  of  God.  They  are 
the  strands  which  twine  together  into  the  "  bands  of  a  man,  the  cords 
of  love  "  wherewith, 
"  The  u>7iole  round  earth  is  every  way  bound  by  gold  chains  about  the  feet  of  God." 

They  are  pulse  beats  in  the  earthly  members  of  the  Eternal  Life 

which 

"  Throbs  at  the  centre,  heart-heaving  alway  ;  " 

the  Life 

"  Whose  throbs  are  love,  whose  thrills  are  songs." 

The  love  of  the  dear  ones  in  the  home  is  not  something  other  than  the 
love  of  God,  to  be  contrasted  or  even  compared  with  the  love  we  cherish 
towards  the  Father  in  Heaven  ;  it  is  part  of  that  love,  its  lower  forms, 
through  which  alone  we  climb  up  to  a  St.  Augustine's  passionate 
"  What  do  I  love  when  I  love  Thee,  O  my  God?"  "He  that  loveth 
not  his  brother  whom  he  hath  seen,  how  can  he  love  God  whom  he 
hath  not  seen."  Every  true  love  is  the  respiration  from  the  soul  of 
man  of  the  inspiration  of  God  Himself,  the  Essential  and  Eternal  Love. 
Could  the  Church  succeed  in  making  its  members  so  live  that  it  should 
again  be  said — "  See  how  the  Christians  love  one  another  " — the  world 
would  own  a  new  inspiration  of  religious  life,  a  new  revelation  of 
religious  truth.  If  the  Kindergarten  succeeds  in  making  a  child- 
society,  filled  with  gentle,  kindly  affection,  pervaded  with  the  spirit  of 
love,  we  should  rest  persuaded  that  herein  it  was  working  the  "prepara- 
tion of  the  heart "  for  the  higher  love,  to  open  duly  in  the  Temple  con- 
sciousness— "  Wist  ye  not  that  I  must  be  in  my  Father's  ;  "  because  in 
the  flowing  up  of  these  springs  of  human  love  we  should  recognize, 
deep  down  below  consciousness,  the  tiding  of  the  Eternal  Love,  the  well 
of  water  springing  up  within  them  unto  everlasting  life. 

But  indeed  there  need  be  no  lack  of  direct  words  of  the  Heavenly 
Father  and  to  Him,  such  as  make  up  what  we  ordinarily  think  of  as 
religious  education.  The  Kindergarten  provides  for  a  natural  child 
religion,  in  its  talks  and  songs  and  simple  prayers.  In  the  games 
wherein  the  little  ones  are  familiarized  with  the  processes  by  which 
man's  wants  are  supplied,  their  minds  are  led  up  to  see  the  Fatherly 
Love  which  thus  cares  for  the  children  of  earth.  Awe,  reverence, 
worship,  gratitude,  affection  are  suggested  and  inspired,  and  the  child 
soul  is  gently  opened  towards  the  Face  of  Holy  Love  shining  down 
over  it,  casting  its  bright  beams  deep  within  the  innocent  mind  in 
thoughts  and  feelings  we  dimly  trace.  Of  this  speech  about  God  there 
is   a  sparing   use,  according   to   the  wisdom  of    the  truest  teachers. 

George  McDonald  tells  how  Ranald  Bannerman's  father  never 
named  GOD,  till  one  rare,  high  moment,  when  nature  spread  her  spell 


THE  FJREE  KINDERGARTEN  IN  CIIUKCir  WORK.  725 

of  gladsome  awe,  and  invited  the  utterance  of  the  ineffable  name 
and  the  revelation  the  marriage  of  word  and  work  should  make. 

Glib  garrulity  about  God  is  the  vice  of  most  religious  teaching, 
"falsely  so  called,"  the  bungling  job-work  of  spiritual  tyros  who  never 
should  be  set  upon  so  fine  a  task  as  the  culture  of  the  soul.  The 
simple  child-songs,  full  of  the  spirit  of  religion,  with  so  little  about  it, 
delicately  uplifting  the  thought  of  the  little  ones  to  the  Fatherly  Good- 
ness ;  the  sacred  word  of  child-hearted  prayer  in  its  one  perfect  form, 
"  Our  Father  who  art  in  heaven, — "  as  the  old  rubric  would  have  ordered 
it,  "  said  or  sung "  in  the  opening  of  the  daily  session ;  envelop  the 
Kindergarten  in  a  gracious  sense  of  God,  subtle  as  the  atmosphere,  and 
like  it  pervasive  and  all  inspiring.  Frbbel  was  profoundly  religious 
himself,  and  sought  to  make  his  new  education  above  all  a  true  religious 
culture.  If  it  had  stopped  short  of  this  it  would  have  been  to  him 
maimed  and  mutilated.  But  he  was  too  humbly  true  to  Nature's 
mothering  to  spoil,  in  trying  to  improve,  her  gentle,  quiet,  unobtrusive 
ways  of  opening  the  child  soul  to  God.  He  knew  that  the  crowning 
consciousness  of  God  in  the  child  soul  must  bide  its  time,  and  cannot 
be  forced  without  deadly  injury.  He  knew  that  the  twelve  years  in 
the  home  go  before  the  hour  in  the  temple ;  are  the  roofings  for  that 
beautiful  flowering. 

To  create  such  an  atmosphere  around  the  tender  buds  of  being,  and 
enswathe  them  ere  they  consciously  open  to  know  God  with  the  felt 
presence  of  a  Fatherly  Gooduess ;  to  teach  the  little  ones  their  duties 
one  to  another  as  brothers,  in  such  wise  that  they  shall  come  to  recog- 
nize them  as  the  mutual  obligations  of  the  common  children  of  this 
Fatherly  Love ;  to  guide  their  inquiring  minds  to  see  through  all  the 
law  and  wisdom  and  beneficence  of  nature  the  care  of  this  Fatherly 
Providence ;  to  lift  their  tiny  hands  in  simple,  daily  prayer  to  this 
Fatherly  Worshipfulness — is  not  this  a  beautiful  culture  of  essential 
veligion  in  its  child  stage  ? 

14.     This  Complete  Child  Culture  the  Foundation  of  Church  Work. 

Combining  this  physical,  intellectual,  industrial,  moral  and  religious 
culture,  does  not  the  Kindergarten  become  a  veritable  Child-Garden, 
where  the  tender  saplings  of  the  Heavenly  Father  are  well  started 
towards  symmetric,  rhythmically  rounded  wholeness,  or  holiness  ?  Is  it 
not  the  cradle  for  the  Christ  Child,  the  infancy  of  the  Coming  Man,  in 
whose  unspoiled  childhood  growing  normally  towards  perfection  "  The 
White  Christ,"  as  the  Norsemen  call  him,  the  pure,  clean,  holy  Image 
of  the  Father  in  the  Son,  is  to  be  "  formed  in  "  men,  to  be  "  born  in  " 
them,  till  "  we  all  come  to  a  perfect  man,  to  the  measure  of  the  stature 
of  the  fullness  of  Christ  ?  " 

I  make  no  exaggerated  plea  for  the  Kindergarten.  To  its  defects 
and  limitations  I  am  not  wholly  blind.  Its  imperfections,  however, 
are  not  serious,  its  limitations  are  no  valid  objection  to  it.  It  is  con- 
fessedly only  a  stage  in  education,  not  a  complete  system.     But  that 


726  THE  FREE  KINDERGARTEN  IX  CHURCH  WORK. 

stage  is  the  all  important  one  of  the  foundation.  True — "and  pity 
'tis,  'tis  true  " — we  have  no  series  of  such  Child-Gardens,  transplanting 
the  children,  stage  by  stage,  after  Nature's  plans,  on  into  manhood  and 
womanhood.  After  this  fair  beginning  we  have  to  transfer  them  to 
schools  wholly  uncongenial,  not  only  to  the  best  life  of  body  and 
mind,  but  alas!  of  the  soul  also;  where  competition  and  rivalry,  selfish 
ambition  for  priority  of  place,  hard  law  and  a  stern  spirit,  chill  and 
deaden  the  life  so  graciously  begun,  and  prepare  the  children  for  the 
false  society  of  strife  and  selfishness,  "  the  world  "  which  "  if  any  man 
love,  the  love  of  the  Father  is  not  in  him."  Nevertheless,  the  founda- 
tion of  the  true  education  must  be  laid,  in  the  assurance  that  it  well 
laid  the  life  will  plumb  somewhat  squarer,  and  that  upon  it,  shaped 
and  ordered  by  its  better  form,  string  by  string,  the  layers  of  the  nobler 
education  must  rise,  lifting  humanity  towards  that  blessed  society  yet 
to  be  upon  the  new  earth  over  which  the  new  heavens  arch.  Its  mech- 
anique,  however  wonderfully  wise,  truly  carries  within  it  no  such  re- 
generating power  unless  a  living  soul  vitalizes  it.  As  a  mechanism,  it 
seems  to  me  the  most  perfect  the  world  has  known.  But  the  finest 
thing  about  it  is  the  imperious  demand  it  makes  for  a  true  personality 
at  the  centre  of  its  curious  coil.  No  other  system  of  education  is  so 
insistent  upon  the  necessity  of  a  soul  within  the  system,  depends  so 
absolutely  upon  the  personal  influence  of  the  teacher,  and  recognizes 
this  subordination  of  method  to  spirit  so  frankly.  It  claims  for  itself 
that  its  mechanism  provides  a  true  means  for  the  exercise  of  personal 
influence  upon  the  lives  of  the  little  ones,  prevents  the  waste  of  mis- 
directed effort,  and  the  worse  than  waste  such  labor  always  leaves.  It 
then  seeks  out  and  trains  the  true  mothering  woman,  sympathizing 
with  children,  drawing  out  their  confidence  and  affection,  apt  to 
teach,  quick  to  inspire,  an  over-brooding  presence  of  love,  creative  of 
order  in  the  infantile  chaos.  The  machinery  can  be  worked  in  a 
woodenish  way  by  any  fairly  intelligent  woman.  It  can  be  success- 
fully worked  to  accomplish  its  grand  aims  only  by  a  noble  woman,  a 
vitalizing  personality.  The  Kindergarten  is  the  wonderful  body  of 
culture  whose  animating  soul  is  the  Kindergartner.  Its  power  is  that 
on  which  Christ  always  relied,  that  on  which  the  Church  still  leans — 
personal  influence  upon  individuals;  and  its  sphere  for  that  influence 
is  the  most  plastic  period  of  all  life.  The  women  whom  the  Kinder- 
garten seeks  to  win  to  its  cause  are  those  who  come  to  its  work  in  this 
spirit;  women  who  want  not  only  an  avocation,  a  means  of  winning 
bread  and  butter,  but  a  vocation,  a  calling  from  God  for  man. 

.Mv  claim  for  the  Kindergarten  is  that  it  is  a  wonderfully  wise  sys- 
tem for  utilizing  the  most  valuable  years  of  childhood,  hitherto  left  to 
run  to  waste,  in  a  beautiful  provision  for  turning  the  play  instinct  of 
childhood  into  a  genuine  education  of  body,  mind  and  soul  ;  that  it 
lavs  the  foundation  for  a  really  integral  culture,  a  culture  of  the  whole 
man,  i.  e.  of  holiness  ;  that  it  specially  supplements  the  State  system 
of  education  in  the  points  where  it  is  most  lacking,  the  nurture  of 


TIIK  FREE  KINDERGARTEN  IN  CHURCH  WORK.  727 

health  and  industrial  training ;  that  in  so  far  as  it  does  all  this  it  com- 
mends itself  most  strongly  to  the  churches  as  a  branch  of  their  work, 
which  is  on  every  hand  tending  towards  education,  as  the  only  means 
of  preventing  those  unfavorable  conditions  for  character  which  the 
poor  find  surrounding  them,  in  their  low  health  and  their  incompe- 
tency for  skilled  work  ;  and  that  above  all  this  it  avowedly  seeks,  and 
is  admirably  adapted  to  secure,  an  initial  culture  of  morality  and  re- 
ligion patterned  upon  nature's  own  methods,  i.  e.  God's  own  plans, 
whose  fruition,  if  ever  carried  on  through  successive  stages  into  adult 
life,  would  be  that  society  of  the  Brotherhood  of  Man,  in  the  Family 
of  the  Heavenly  Father,  which  is  the  ideal  unto  which  the  Church 
slowly  works,  the  Kingdom  of  God  upon  earth. 

If  the  Church  be  sent  to  heal  all  manner  of  diseases,  physical,  men- 
tal and  moral,  in  the  spirit  and  power  of  its  Lord,  by  disciplining  men 
into  the  name — the  truth,  the  life — of  that  Head  of  the  new  Humanity, 
then  is  Church  Work  the  education  of  men  and  women  towards  that 
ideal  of  St.  Paul — "  Till  we  all  come  in  the  unity  of  the  faith  and  of 
the  knowledge  of  the  Son  of  God,  to  a  perfect  man,  to  the  measure  of 
the  stature  of  the  fullness  of  Christ." 

And  for  this  task  of  Christian  Education,  wherein  lies  Church  Work, 
the  foundation  must  be  laid — next  above  the  lowest  string  in  the 
building,  the  Family,  and  in  its  place  where  it  does  not  truly  exist — in 
some  system  of  Child  Culture,  under  the  laws  of  Nature  and  in  the 
Spirit  of  Christ.  The  only  approach  to  such  a  system  the  world  holds 
to-day  is  the  Kindergarten.  Therefore  I  claim  it  as  the  fundamental 
Church  Work ;  the  Infant  School  of  the  Future ;  the  Child  Garden 
wherein  the  little  ones  of  the  poor  shall  grow  day  by  day  in  body, 
mind  and  soul,  towards  the  pattern  of  all  human  life. 

The  day  is  not  far  off  when  our  present  pretense  of  Christian  Edu- 
cation in  the  Sunday  School  will  be  viewed  as  the  mere  makeshift 
of  a  time  of  zeal  without  knowledge,  a  provisional  agency  await- 
ing the  coming  of  a  real  soul-school ;  always  perhaps  to  be  continued 
for  certain  fine  influences  inherent  in  it,  but  at  best  only  a  supplement 
to  the  true  culture  of  character ;  needing  to  be  molded  upon  that 
wiser  system.  The  day  is  not  far  off  when  every  church  aiming  to 
carry  on  any  real  mission  work  will  have,  as  the  foundation  for  what- 
ever system  of  schools  it  may  be  trying  to  build  up,  a  Free  Kinder- 
garten. Meanwhile  every  church  founding  one  becomes  a  pioneer  of 
the  true  Church  Work. 

The  thoroughly  religious  tone  of  this  work  can  be  secured,  if  any 
churches  distrust  the  general  supply  of  Kindergartners,  by  the  pastor's 
selecting  one  of  those  blessed  women  whom  almost  every  congregation 
develops — apt  to  teach,  full  of  love  to  children  and  to  God — and  per- 
suading her  to  train  as  a  Kindergartner,  and  then  take  charge  of  the 
Parochial  Kindergarten. 

True,  this  work  will  be  costly  in  comparison  with  the  poor  work  now 
done  so  cheaply  and  with  such  apparently  large  results.     But  as  the 


728  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

real  spirit  of  love  to  God  and  man  inspires  the  activity  of  the  churches, 
and  a  true  discernment  of  what  is  needing  to  be  done  grows  upon  them, 
the  cackling  and  crowing  of  congregations  over  their  everto-be-so- 
much-admired  works,  will  give  place  to  a  quieter  and  humbler  feeling; 
and  churches  will  be  glad  to  do  some  smaller  work,  as  men  judge,  if  so 
it  may  only  be  true  work  for  man  well  done  in  the  Spirit  of  Christ ; 
aud  will  rest  content  to  sink  a  thousand  dollars  a  year  in  nurturing  fifty 
01  a  hundred  little  ones.  Only  poor  work  is  cheap.  And  church  work 
must  needs  first  be  sound,  and  only  then  be  cheap  as  may  be. 

True  also  the  State  may  be  appealed  to  for  this  pre-primary  school- 
ing, and  may  engraft  the  Kindergarten  upon  the  Common  School  Sys- 
tem, as  has  been  done  in  some  places,  and  thus  relieve  the  Church  of 
this  charge.  But  if  what  has  been  here  said  commends  itself  to  the 
minds  of  the  clergy,  and  of  those  interested  in  Church  Work,  it  will 
suggest  to  them  strong  reasons  why  the  Church  should  not  seek  to  be 
thus  relieved,  should  be  even  positively  unwilling  to  be  thus  relieved, 
should  hasten  to  occupy  the  ground  with  Church  Kindergartens.  So 
fine  and  delicate  a  work,  on  the  most  plastic  of  all  material,  by  the 
most  personal  of  powers,  seems  greatly  jeopardized  by  being  made  part 
of  a  cumbrous  official  system.  It  may  hold  its  subtle  spirit  within  this 
sphere,  but  there  is  great  risk  of  an  unconscious  lowering  of  tone,  an 
insensible  evaporation  of  the  spirit  of  the  Kindergarten  in  the  routine- 
working  of  its  mechanism.  Above  all  other  branches  of  education  it 
needs  to  be  fed  from  the  deepest  springs  of  motive  power,  to  be  tided 
with  a  holy  enthusiasm,  to  be  made  a  real  religious  ministry.  And 
because,  with  all  its  defects  in  other  respects,  the  Church  best  supplies 
this  spirit  which  is  the  vital  essence  of  the  Kindergarten,  I  hope  to  see 
it  taken  up  by  the  churches.  The  nurture  of  early  childhood  is  so  pre- 
eminently the  very  task  of  the  Church  that  I  am  persuaded  she  needs  only 
to  understand  this  blessed  institution  to  claim  it,  as  the  development  of 
that  Spirit  of  Truth  who  is  ever  revealing  to  men,  as  they  are  able  to 
bear  them,  the  things  needing  to  be  done  for  the  health  of  humanity, 
for  the  perfecting  of  the  body  of  Christ. 

15.  Providential  Preparation  of  the  Churches  for  Welcoming  this  Work. 
As  I  thus  urge  upon  the  careful  consideration  of  my  brethren  of  the 
clergy,  of  all  branches  of  the  Church  of  Christ,  the  claims  to  a  promi- 
nent position  in  their  Church  Work  of  an  institution  that  is  only  begin- 
ning to  be  seriously  considered  in  this  country,  an  institution  which 
has  upon  its  surface  so  little  of  that  wherein  many  have  been  accus- 
tomed to  find  all  Church  Work,  I  am  encouraged  by  the  signs  on  every 
hand  of  the  dawning  of  a  day  of  reconciliation,  wherein  those  who 
have  stood  apart  in  their  opinions  about  Church  Work  are  to  find  them- 
selves face  to  face.  Protestantism  has  separated  along  two  lines  of 
work,  drawn  by  two  schools  of  thought.  Some  branches  of  Protestant- 
ism have  based  their  work  in  the  culture  of  Christian  character  upon 
the  child  experience  of  formation,  having  a  strong  sense  of  the  organic 


THE  FREE  KINDERGARTEN  IN  CHURCH  WORK.  729 

life  of  a  holy  humanity.  Others  have  based  their  work  in  the  culture 
of  Christian  character  upon  the  adult  experience  of  re-formation,  hav- 
ing a  strong  sense  of  the  organic  life  of  a  sinful  humanity. 

Lutheranism,  the  Church  of  England  and  its  American  daughter  the 
Protestant  Episcopal  Church  have  held  to  the  idea  of  nurture,  and  have 
sought  to  grow  normally  from  infancy  the  sons  and  daughters  of  The 
Almighty.  They  are  learning,  however,  that  with  the  best  nurture 
there  will  be  lapses,  deep  and  wide;  that  the  children  of  the  Heavenly 
Father  may  turn  out  prodigals,  needing  in  the  far-off  land  to  say  to 
themselves,  "I  will  arise  and  go  to  my  Father  and  will  say  unto  him, 
Father,  I  have  sinned."  They  are  developing  thus,  alike  in  the  Evan- 
gelical and  Ritualistic  wings,  the  revivalistic  spirit  and  methods,  so  that 
a  genuine  Methodist  or  Baptist  would  feel  quite  at  home  in  the  "  Gospel 
Meeting  "  or  "  The  Mission."  While  thus  drawing  nigh  to  their  sister 
churches  in  the  after  work  of  conversion,  the  churches  of  nurture 
ought  to  be  ready  to  receive  this  system  of  child  culture. 

Most  of  the  branches  of  Protestant  Christianity  have  centered  their 
work  upon  conversion,  seeking  to  recreate  the  children  of  Adam  into 
the  sons  and  daughters  of  the  Lord.  Presbyterians,  Congregational- 
ists,  Methodists  and  Baptists  are  now  remembering  that  under  and 
back  of  the  old  Adam  there  was  in  every  man,  as  man,  the  older  Christ ; 
a  spiritual  nature,  even  though  dormant,  which  could  open,  and  should 
open,  in  every  child  into  the  sonship  of  God.  They  are  thus  feeling 
their  way  to  sub-soil  their  needful  work  of  conversion  with  the  basic 
work  of  nurture  ;  and  are  seeking  to  grow  the  divine  nature  in  child- 
hood before  the  devilish  nature  develops  a  mastery  of  the  being.  The 
Sunday  School  receives  most  attention  in  these  denominations,  and 
shows  thus  the  conscious  need  of  education  as  the  first  of  church 
works.  The  dissatisfaction  felt  with  it  indicates  the  felt  need  of 
something  more  truly  nurturing.  They  are  more  or  less  consciously 
groping,  under  the  leadings  of  The  Spirit  of  Truth,  who  is  guiding  men 
into  all  truth,  in  search  of  a  system  which  will  prove,  what  Dr.  Bush- 
nell  craved  as  the  need  of  the  churches,  a  true  "  Christian  Nurture." 

And  thus  all  branches  of  Protestantism  ought  to  be  able  now  to  re- 
ceive this  gospel  of  God's  servant,  Frederick  Frdbel,  in  their  own  tongue, 
and  welcome  it,  and  together  walk  in  the  steps  of  the  true  education 
towards  that  new  earth  into  which,  as  written  of  old,  "  a  little  child 

shall,  lead  them." 

16.      Tins  Theory  Tested  by  Experience. 

It  only  remains  to  be  added  that  this  theory  of  the  Kindergarten  in 
Church  Work  has  been  submitted  to  the  test  of  experiment,  by  the 
Church  I  have  the  privilege  of  serving,  and  that  the  result  is  a  satisfac- 
tory verification  of  the  theory.  Three  years  ago  the  Anthon  Memorial 
Church  in  New  York  opened  its  Free  Kindergarten.  A  meeting  of 
ladies  was  called  and  an  address  made  by  Miss  Peabody,  the  venerable 
apostle  of  the  Kindergarten  in  the  United  States,  whose  long  life  of 
noble  service  in  the  cause  of  education  crowns  its  honored  years  with 


730  THE  FREE  KINDERGARTEN  IN  CHURCH  WORK. 

the  fine  enthusiasm  in  which,  at  the  age  when  most  are  content  with 
rest,  she  has  consecrated  herself  to  this  gospel  of  the  Christ  Child.  A 
simple  organization  was  effected  from  among  the  ladies  interested  in 
the  idea,  under  an  energetic  management.  A  subscription  list  was 
soon  filled  out  warranting  a  year's  experiment.  Thanks  to  the  counsel 
of  the  best  authority,  that  of  Mad.  Kraus-Boelte,  we  were  led,  to  a  most, 
fortunate  choice  for  our  Kindergartner.  Miss  Mary  L.  Van  Wagenen 
had  cherished  the  idea  of  a  Free  Kindergartner  for  the  poor,  and 
brought  to  this  venture  that  combination  of  qualities  described  above 
as  essential  to  the  true  Kindergartner,  which  in  her  person  has  made 
this  experiment  so  satisfactory  a  success.  A  number  of  young  ladies 
volunteered  to  act  as  unpaid  assistants.  The  Sunday-school  room 
of  the  church  was  placed  at  the  use  of  the  Kindergarten  Associa- 
tion, and  so  in  due  time  the  Kindergarten  was  opened.  Since  then  it 
has  been  in  session  for  eight  months  of  each  year,  on  five  days  of  the 
week,  from  9£  a.  m.  to  1  p.  m.  About  seventy  children  have  been  kept 
on  the  roll,  as  many  as  can  be  well  cared  for  by  our  force  of  assistants. 

The  plan  of  volunteer  assistants  has  not  proven  thoroughly  success- 
ful, though  we  still  have  a  few  in  attendance.  It  was  only  designed  as 
a  provisional  supply.  After  the  first  year  a  training  class  for  Kinder- 
gartners  was  opened,  through  which  several  of  her  amateur  helpers 
have  passed,  some  into  the  charge  of  new  Kindergartens,  and  others 
into  the  position  of  qualified  assistants  in  our  own  Kindergarten.  It 
is  our  intention  to  salary  such  assistants,  as  we  are  able,  and  thus  secure 
regular  and  skilled  service. 

To  further  the  physical  culture  of  the  Kindergarten  a  substantial 
dinner  has  been  provided  daily  for  the  children,  and  out  of  door  excur- 
sions made  in  suitable  seasons. 

The  mental  influence  on  the  children  has  been  very  marked.  The 
brightness  of  their  faces  is  an  expression  of  the  intellectual  quickening 
that  has  taken  place.  Soms  of  the  little  ones  have  developed  wonder- 
fully. Their  moral  growth  has  been  no  less  marked.  Some  of  the 
children  seem  literally  re-made.  And  generally,  in  the  charming  spir- 
itual atmosphere  of  this  Child  Garden,  there  seem  to  be  budding  those 
"  fruits  of  the  spirit "  which  are  "  love,  joy,  peace,  gentleness,  good- 
ness." The  children  are  not  saints  by  any  means ;  but  they  are  grow- 
ing happily,  joyously,  and  on  the  whole  beautifully,  and  as  fast  as  we 
dare  expect.  The  best  testimony  to  the  influence  of  the  work  is  the 
appreciation  the  poor  mothers  show  of  its  effects.  The  children  have 
even  become  missionaries  of  cleanliness,  order  and  love,  and  a  little 
child  is  leading  many  a  household  towards  some  better  life.  No  start- 
ling results  are  sought.  We  are  satisfied  to  trust  the  future  with  the 
harvest  of  this  well  used  spring  time. 

It  has  cost  us  about  $  1,000  a  year,  and  we  feel  that  it  is  a  good  in- 
vestment for  Christ.  Any  church  with  this  amount  can  plant  the  infant 
school  of  the  future,  and  the  American  Frbbel  Union  will  help  it  to  a 
good  Kindergartner. 


FROEBEL,  KINDERGARTEN,  AND  CHILD  CULTURE  PAPERS. 

Republished  from  Barnard's  American  Journal  of  Education  in  a  Volume  of  720  pages,  in 
furtherance  of  the  objects  of  the  American  Froebel  Uuion. 


Introduction — Development  of  the  Kindergarten I— xvl 

1.  Letter  op  Editor  op  American  Journal  op  Education iii 

2.  Letter  op  Miss  E.  P.  Peabodt v 

Progress  made  in  Europe vii 

Beginnings  made  in  the  United  States xi 

I.    FROEBEL.  AND  HIS  EDUCATIONAL  WORK. 
M«moir  of  TTTederich  August  Froebel 9-128 

1.  Principal,  Events  in  his  Personal  History 11 

2.  Principal  Events  in  the  Froebelian  Circle 15 

Aids  to  the  Understanding  of*  Froebel 17 

L    Autobiographical  Sketch  op  Home  and  School  Training 21^48 

Letter  to  Duke  of  M  einingen 21 

Early  Childhood— Loss  of  Mother— Local  Influences 22 

Family  Life— First  Entrance  into  School— Key  to  Inner  Life 23 

Joy  and  Strength  in  Self-Activity— Discordants — Harmony  of  Nature 24 

Reconcilement  of  Differences— Life  away  from  Home 20 

Physical  Growth  and  Play— Religious  and  Social  Culture 29 

Influence  of  Manner  on  Pupils— Choice  of  Vocation  SO 

Passion  for  Theatricals— Studies  at  Jena— Botany— Zoology 33 

Death  of  Father — Land  Surveying — Shelling'*  Bruno 34 

Philosophy  and  Art — Influence  of  Nature— Architect 35 

Choice  of  Teaching  for  Life  Work— Model  School— Private  Tutor 37 

Life  as  an  Educator— Play,  Activity,  and  Gifts 41 

Residence  with  Pestalozzi  1808-1810— Study  of  Pestalozzianism 42 

Studies  of  Language  and  Natural  History  in  Gottingen 43 

Lectures  in  Berlin  University — Experiences  of  Soldier's  Life. 45 

Acquaintance  with  Middendorff  and  Langethal— Museum  of  Mineralogy 46 

Supplement  by  Dr.  W.  Lange 47 

2.    Fboebel's  Studies  in  Pestalozzianism — Basis  or  His  Own  System 40-68 

Letter  to  the  Princess  Sophia  of  Schwarzburg  Rudoldstadt,  1820 49 

Aim  and  Subject  of  Pestalozzi's  Pedagogy— Man  in  his  Totality 40 

The  Child  as  a  Sentient  Being— The  Book  for  Mothers 50 

Development  by  the  conscious  inspection  of  Nature— Senses 52 

The  Book  for  Mothers  never  completed — Language 51 

Law  of  Contrasts  and  their  Reconcilement 55 

Exaltation  into  a  Culture  of  Intelligence  and  Sympathy 56 

Discrimination— Imitation— Power  of  Rythm 57 

Computability— Ideas  of  Number— Method  with  Objects . . . . , 58 

Form— Elementary  Ideas— Educative  Influences  of  Play 69 

Manner  of  handling  Subjects  of  School  Instruction 61 

Not  by  Books,  but  by  Real  Objects  and  Intuitions 63 

Teachers  must  be  penetrated  with  the  true  spirit  and  trained GJ 


FROEBEL'S  EDUCATIONAL  WORK. 

Assistants— Pupils  in  training  for  teaching 63 

Organization  of  a  School  of  Eighty  Pupils— Two  Divisions 63 

First  Division  composed  of  Children  under  Eight  Years— Nurture 63 

Second  Division— Lower  and  Upper  Class 63 

Upper  Class— Study  and  Productive  Industries— Technology 64 

Every  Subject  treated  in  Organic  Unity  of  the  Child  and  Pupil 65 

Every  Member  of  the  School  must  be  regular  and  punctual 65 

Special  Educational  Aims— Order  and  Progressive  Growth 65 

Possibility  of  Introducing  Pestalozzi's  method  into  Families 66 

Connection  of  Elementary  Instruction  with  higher  Scientific  Culture 67 

3.  Lanoe's  Remininiscenses  op  Froebel 69-80 

Froebel  at  Hamburg  in  1849— Address  to  Women's  Union 69 

What  is  New  in  Froebel's  Aim  and  Method 71 

Fundamental  Ideas  of  Rousseau,  Pestalozzi,  and  Froebel 72 

Diesterweg's  Adaptation  of  Pestalozzi's  Views  to  Popular  Schools 73 

Personal  Relations  of  Froebel — Experience  in  Teaching 74 

Development  of  Individual  Men  and  the  Race — Macrocosm  and  Microcosm..  76 

Family  School  at  Griesheim— Institution  at  Keilhau— Marriage    77 

Publication  1819— 1826— Institute  at  Wattensee—F.  Froebel  and  Barop 79 

Girls  School  at  Willisau — Official  Report  of  Berne  Cantonal  Commission....  80 

Educational  Institute  for  Orphans,  and  Teacher's  Class  at  Burgdorf 80 

Genesis  of  the  Kindergarten  at  Blankenberg  in  1837 81 

Come  let  us  live  with  our  Children— Kindergarten  in  Dresden  in  1839 81 

4.  The  Kindergarten— Genesis,  Name,  and  Objects 82-96 

(1)  Winthur— Froebel's  First  Announcement  to  Barop  in  1829 82 

Letter  from  Burgdorf  in  1830  to  the  Froebelian  Circle 82 

Inauguration  of  plan  at  Blankenberg  in  1837— Sonntagsblat 83 

Appeal  to  the  Women  of  Germany  at  Guttenberg  Festival  1840 83 

Foundation  of  the  Universal  German  Institution  at  Keilhau 84 

Publication  of  Die  Mutter  und  Koselieder— Pictures,  Play  and  Songs 84 

Explanation  of  Gifts  for  Play— Movement,  Plays,  and  Songs 85 

Intercourse  with  Nature  and  Social  Phenomena 87 

Domestic  Education  improved  by  Kindergarten  Pupils 88 

Women  to  be  trained  as  Mothers  and  Nurses 89 

Organic  Connection  between  the  Kindergarten  and  School 90 

(2)  Payne — Froebel's  Interpretation  of  the  Activity  of  Children 91 

Play  the  Natural  Occupation  of  the  Child  in  its  normal  state 92 

Theory  in  Practice— Gifts  for  the  Culture  of  Observation 93 

Objections  to  the  System  Considered 95 

6.    Barop— Critical  Moments  in  Froebel's  Institutions 97-104 

Financial  Difficulties  in  Keilhau 97 

Froebel's  Training  Institute  at  Marienthal— Marriage.     97 

Son  of  a  Prince  taken  into  the  Institution— Visit  to  Switzerland «...  100 

Difficulties  from  Priestly  Opposition— Interposition  of  Pfyffer. 101 

Meeting  of  the  Cantonal  Teachers  for  three  months  at  Burgdorf 103 

Origin  of  the  name  Kindergarten 104 

6.  Zeh— Official  Inspection  and  Commendation  of  Keilhau 105-110 

Disturbance  in  Government  Circles  about  Burchenschaften 105-110 

Suspicions  of  Barop  in  1821— Withdrawal  of  Children 105 

Froebel's  Faith  in  God  in  the  Darkest  Hour— Idea  of  Kindergarten 106 

Teachers  reported  in  1824— Testimony  to  their  Fidelity 108 

Unity  of  Life  in  Teachers  and  Pupils— Institutional  Teaching 109 

7.  Unity  of  Life— Ideal  and  Actual  111-115 

8     Prussian  Interdict  of  the  Kindergarten 116 

9.  Last  Days— Marenholtz,  and  Middendorff 117-124 

Teacher's  Convention  at  Gotha— Last  Illness— Funeral 117 

10.  Collected  Writings,  by  Dr.  W.  Lange 125-126 

Preface  and  Contents 125 

11.  Publications  relating!  to  Froebel  and  his  System  127-128 


FROEBEL'S  EDUCATIONAL  WORK.  5 

II.    FROEBEL'S  EDUCATIONAL  SYSTEM. 

Educational  Views  as  Expounded  l>y  Friends 120-100 

I.    William  Sflddendorff. 130  1  If 

Memoir  and  Educational  Work ISO 

Thoughts  on  the  Kindergarten— Devotion  of  a  Life 149 

II.    Freidrieli  Adoipli  Wilhelm  Diesterweg II".  [00 

Acceptance  and  Advocacy  of  Froebel's  Child-Culture 151 

III.    Bertha  V.  Marenlioltz— ltiiliiw 1  l.i  288 

1.  Memorial  of  a  Wonderful  Educational  Mission 1-45 

2.  Publications  in  Elucidation  of  Froebel's  Theories ISO 

The  Child— Nature,   and  Nurture  According  to  Froebei Hi'.) 

1.  The  Child  in  its  Helplessnkss  and  Infinite  Capacities 101-100 

(1)  Relations  to  Nature— Suhjcct  to  her  Laws 102 

(2)  Relations  to  Humanity— The  Individual  shares  the  Destiny  of  the  Race. .    103 

(3)  Relations  to  God— Lives  and  Progress  for  a  Higher  Development 160 

Woman— The  Educator  ol  Mankind— Develops  the  Child  in  all  its  Relations 109 

2.  Earliest  Developments  of  the  Child 170-179 

Physical  Movements— Prompted  by  Necessities  of  its  Being 170 

Exercises  of  the  Limbs— Sense  of  Touch— The  Hand 171 

Shaping  and  Producing — Constructions  in  Sand  and  Clay :   172 

Sense  of  Sound— Cradle  Songs— Rythm— Awakening  of  Feeling 174 

Material  Needs— Gardening— Its  Pleasures 175 

Desire  to  know  why,  whence,  and  wherefore — Comparison 176 

Social  Impulse— The  Basis  of  Moral  Cultivation 177 

Religious  Instinct— Follows  Social  Development 177 

God  through  Nature— Natural  Phenomena  Symbolic 178 

8.    Froebel's  Theory  of  Education  or  Development 181-189 

Education  is  Emancipation — Setting  free  bound  up  Forces 181 

Natural  Order,  or  Progress  according  to  Law — Race 18 1 

Pestalozzi's  endeavor  to  discover  and  apply  the  principle 1S3 

Froebel  claims  to  have  completed  the  method , 18! 

Chief  Aim  of  Education  is  Moral  Culture 183 

All  Instruction  and  Developing  Exercises  should  perfect  the  Soul 184 

Law  of  Opposites  and  their  Reconciliation 1 87 

Theory  requires  Freedom,  Assistance,  and  Unity 189 

4.  Errors  in  Existing  Education  of  Early  Childhood 190  200 

Physical— Bad  Nursing,  and  Insufficient  Food  and  Exercise 1!',) 

Moral — Improper  Surroundings  and  Treatment 191 

Intellectual — Want  of  Direction  and  over  Stimulant 193 

Requisites  for  Healthy  Growth  in  well  directed  Activity 194 

Educative  Uses  of  Playthings  and  Play — Evolution  of  Ideal 196 

Necessary  Force  exists  in  Mother's  Love  if  properly  trained 200 

5.  Froebel's  Method  of  Development 101-218 

Meaning  of  Method— Both  General  and  Special 209 

Object  of  Thought — Perception,  Observation,  Comparison,  Judgment 204 

Comparison  or  Reconciliation  of  Opposites 204 

Pestalozzi's  Fundamental  Law— A.  B.  C,  Form,  Number,  Language 205 

Differences  between  Education  and  Instruction 200 

Feeling  and  Willing— Good  and  Beautiful— Self  and  Others 206 

Insufficiency  of  Pestalozzi's  Doctrine  of  Form 207 

Law  of  Balance,  universal  and  beneficial 211 

Mystic  Bide  of  Froebel's  Principles 212 

6.  The  Kindergarten 219  226 

The  Child  World  as  it  appears  to  an  outsider 219 

Movement  Games  with  explanatory  Songs t 219 

Occupations— in  playful  work  and  workful  play 220 

Ideal  and  useful  Art— Cabinet  of  Collections  and  Products 221 

Choral  melody— affectionate  and  reverential 22$ 

Kindergarten  work  begins  in  the  Mother's  Lap 2-»:i 

Should  be  continued  in  all  girl  schools  and  education 223 


6 


FROEBEL'S  EDUCATIONAL  WORK. 


Freedom  of  Development— Suitable  Condition 228 

Work  or  Activity  for  Development 223 

Unity  or  Progression— Continuity  of  Development 224 

Hindrances  to  the  Realization  of  the  Kindergarten 2?5 

7.  Tin:  Mother  Pi. ay  and  Nursery  Songs 221 

Book  for  Mothers  the  basis  of  Froebel's  System 227 

Its  Philosophy  best  felt  by  Children  and  Mothers 238 

First  Development  goes  on  in  play,  which  must  be  assisted 2-!) 

Examples  given  based  on  the  instincts  of  infancy 230 

8.  Earliest  Development  or  the  Limbs 231-232 

Popular  Nursery  Games  originate  in  the  Motherly  Instinct S  .1 

Exercises  of  the  Hand,  Fingers,  and  Wrist 233 

9.  Child's  First  Relation  to  Nature 239 

Games  should  deal  with  Natural  Phenomena 2S3 

The  Weather  Cock— The  Sun-Bird— The  Child  aud  the  Moon.. 234 

Farm  Yard  Gate— Little  Fishes— Bird  Song 337 

10.  The  Child's  First  Relations  to  Mankind 200 

Mother— Family  Circle  and  Life— Neighborhood 2'10 

Froebel's  Introduction  to  their  Relationships 241 

Finger  Games— Physical,  Mental,  and  Moral  Uses 212 

First  Impressions  in  Critical  Moments  most  lasting 2  !3 

First  Walk,  Fall,  Fright,  Pain— Game  of  Bopeep— Confidence '244 

Cuckoo  game — Conditions  for  Indulgence — Habits 245 

First  step  to  moral  development— High  expels  the  low 247 

Sense  of  Taste— Germs  of  aesthetic  Culture— Moral  Freedom 24!) 

Handicrafts  and  other  Industries— Movement  Games 251 

Habitation— Instinct  for— Constructive  Tastes  and  Habits 252 

Value  of  Manual  Labor— Respect  for  the  Laborer 253 

Sense  of  hearing  and  vocal  organs — Voices  of  Nature .  254 

Drawing,  ideal  and  productive— Froebel's  Occupations 257 

Foundations  laid  for  social  development  in  family  and  life 259 

11.  The  Child's  First  Relations  to  God 361-278 

Belief  in  God,  inborn,  intuitive,  and  can  be  developed 201 

First  step  through  the  love  and  trust  in  its  Mother 201 

Choral  Melodies— Gestures,  and  words  of  reverence— Prayer 202 

Personal  Activity  and  Experiences— Symbolic  Interpretations  of  Nature 203 

Froebel's  Mother  Book— Child's  own  Story  and  History  Book 209 

Inner  conscious  life  not  possible  with  children 275 

Pictorial  Representations  deepen  Impressions 271 

Christ  as  a  Divine  Child— God  manifest  in  Man  275 

Church  services  for  Children — Analogies  in  Nature 277 

Early  Education  must  be  based  on  religion 278 

12.  Summary  View  op  Froebel's  Principles 379-380 

Education  begins  and  ends  with  Life 279 

Follows  natural  laws,  and  must  be  guided  by  intelligence  and  love 279 

Mothers  and  Kindergartners  must  be  trained 280 

Supplement  to  Child's  Relations  to  God 2S1  288 

Child  Life  in  Christ.    By  Rev.  Stopford  Brooke 881 

IV.    Congress  of  Philosophers  at  Frankfort,  in  1869 289-336 

Problem  of  Popular  Education  in  Pedagogical  Section, 389 

Report  op  Prop.  J.  W.  Fichte,  Embodying  Conclusions 291 

1.  Education  the  Problem  of  the  Age 391 

2.  Philosophical  Systems  in  the  Educational  Problem 295 

Fundamental  Principles  of  Herbart  and  Beueke  examined 295 

8.    Pschological  Hasis  of  Modern  Pedagogy 305 

4.     Axioms  of  All  Christian  Pedagogy 312 

6.  Pestalozzlanism  the  basis  of  National  Systems 318 

C.    Froebel's  additions  to  Pestalozzi  solve  the  Problem 322 

7.  Education  of  Childhood  according  to  Froebel 327 

8.  Day  Nurseries  for  Neglected  Children 332 


FROEBEL'S  EDUCATIONAL  WORK.  7 

V.    International  Congress  of  Education  at  Brussels,  in  1  880 337-400 

Papersonthe  Value,  and  Further  Extension  of  Fbobbkl'b  Views .t>i 

1.    Fischer — President  op  Fboebel  Society  in  Vienna : 

Grounds  on  wliich  Froebel's  system  la  assailed,  examined 89U 

Kindergarten  should  prepare  for  school 849 

Kindergartners  should  have  a  special  training 317 

3.    Guiixiaume— Member  of  Belgian  Educational  League : 

Froebel's  system  extends  beyond  the  Kindergarten  age  and  culture 858 

Cardinal  idea  of  his  Education  of  Man — Force  in  Nature 865 

Extension  of  the  Gifts  and  Occupations  into  the  School  period  necessary 358 

Letters  to  Era raa  Bothnian  in  1852    Kindergarten  and  School 863 

Language — How  Lina  learns  to  write  and  read—  Excursions 304 

Number— Form  and  Dimension— Material  for  Intermediate  Class 305 

III.    THE  KINDERGARTEN  AND  CHILD  CULTURE. 

Progressive  Improvement  of  Manuals  and  Met  hods..  300-450 

1.  ABC  Books  and  Primeks : 

Persian— Chinese— Greek— Latin  A-B-C 309 

Primer— Catholic  and  Protestant 373 

English  Primer  of  Henry  VIII— Horn  Book  illustrated 373 

2.  A  Guide  for  the  Child  and  Youth 375 

Rules  for  the  Behavior 

Part  One— Alphabet,  Prayers,  Graces  and  Instructions 375 

Symbolic  Alphabet.    In  Adam's  Fall,  &c 37ti 

Rules  for  Behavior  at  Home,  School  and  Church 378 

Modifications  in  New  England  Primer  enlarged 379 

3.  The  New  England  Primer  with  Shorter  Catechism 379-100 

Historical  Data— Webster's  Reprint  in  1844  of  Edition  of  1777 37!) 

Illustrations — John  Hancock — Adam's  Fall— Mr.  John  Rogers  at  the  Stake...  381 
Infant  Songs  and  Prayers — Letters. large  and  small — Syllables, short  and  long..  3*2 

Who  was  the  first  Man  ? — Lessons  for  Youth — Commandments— Creed 386 

Mr.  John  Rogers'  Advice  to  his  Children 388 

Shorter  Catechism  of  the  Westminster  Assembly  of  Diviues 300 

Mr.  John  Cotton— Spiritual  Milk  for  American  Babes 390 

Dialogue  between  Christ,  Youth,  and  the  Devil 398 

4.  The  Petty  Schoole.    Bt  C.  H.,  1059 401-113 

How  to  teach  little  children  to  say  their  letters,  to  spell,  and  to  read 402 

How  children  who  don't  study  Latin  may  be  employed 408 

Hints  for  providing  a  Petty  School,  and  its  daily  and  weekly  routine 410 

6.    The  English  Schoolmaster.    By  Edward  Coote 41 1 

Title  Page— The  Schoolmaster's  Cautions 414 

6.    Orbis  Sensualittm  Pictus 415 

Janua  Linguarnm  of  W.  Bateus  in  1615  415 

Janua  Reserata  of  Comenius  in  1631 415 

English  Edition  by  Charles  Hoole  in  105S 415 

Encyclopedia  of  things  subject  to  Senses 415 

Woodward's  Gate  of  Sciences,  1658 416 

1.    The  German  Teacher's  Path  Finder— By  Diestebweg 417   160 

Dr.  Busse— Intuitional,  or  Object  Teaching  in  1873 417 

(1)  Aims  and  Methods— Teaching  by  Inspection  or  Intuition 417 

Historical  Development  from  Bacon  to  Diesterweg 421 

Different  kinds  of  Intuitions  for  Object  Teaching 481 1 

(2)  The  Method  and  its  Rules 433 

Actual  Inspection  of  real  material— and  doing 488 

Easy  to  diflicult— Simple  to  complex— Concrete  to  abstract 484 

Instruction  according  to  Material,  and  Individual  Child 431 

Use  of  Poetry  and  Conversation 436 

(3)  Best  Guides  and  Aids  for  Observation,  Thinking,  and  Language 435 


9  KINDERGARTEN  AND  CHILD  CULTURE. 

Kindergarten  "Work  in.  Different  Countries 451-736 

L    Madame  Henbebtta  Breymann  Schrader 451 

Frocbelian  Institute  in  Berlin 453 

II.    Madame  de  Portugall— Geneva 473-180 

Value  and  Extension  of  the  Kindergarten  Principle 473 

III.  TlIE  CRECnE.  AND  CHILD  CULTURE  IN  PRANCE 481-4S8 

Day  Nurseries— Infant  Asylums— Training  Institute 491 

IV.  Kindergarten  and  Child  Cultube  en  Belgium 4S9-5J2 

1.  Public  Kindergartens  in  Brussels 492 

2.  Intuitional  Teaching  in  Model  School — 497 

V.    Recent  Kindergarten  Publications  in  England 513-528 

1.  Hindrances  and  Encouragements  in  Kindergarten  Work 513 

2.  Use  op  Natural  and  Household  Phenomena 523 

3.  Relations  or  Kindergarten  to  Infant  Schools 526 

VI.    Kindergarten  Work  in  United  States 529-730 

A.  Examples  of  Training  Institutes  and  Kindergartens 535 

1.  Boston  Training  Class  and  Kindergarten" 535 

2.  Mrs.  Maria  Boelte-Kraus.— Reminiscences  of  Kindergarten  Works.. .539 

New  York  Training  Institute  and  Kindergarten 537 

3.  Experience  of  New  York  Female  College 557 

B.  Papers  in  Elucidation  of  Froebel's  System 501-736 

1.  Froebel's  Principles  and  Methods  in  the  Nursery.    Miss  Pealody  Ml-5"i 

Helplessness  of  Infancy— Getting  Possession  of  its  Organization 501 

Froebel's  Use  of  the  Natural  Instincts— Uses  of  the  Ball 506 

2.  The  Mother  Play  and  Nursery  Songs.    Miss  Susan  E.  Blow 575-594 

Unity  of  Human  Life— Germs  of  all  Faculties 578 

8.  Some  Aspects  of  the  Kindergarten.    Miss  Susan  E.  Blow 595-013 

Froebel's  Dealing  with  Natural  Phenomena' 595 

Daily  Talks— Doing  and  Expressing— Occupations 601 

Laws  of  Intuitional  Teaching 607 

4.  Froebel's  Principles  in  Public  School  System.    Miss  Peaoody 6i7-624 

Quality  of  Education  to  be  considered— Special  Training 617 

5.  Kindergartens  the  First  Grade  in  City  System.     W.  T.  Harris 025-042 

Conditions  Precedent— Ideal  Kindergartens 625 

General  and  Special  Disciplines— Transition  from  Home  to  School 629 

Relation  to  Trades— Moral  Discipline— Education  of  Play 631 

Practical  Conditions  Necessary  to  Succees 639 

6.  Kindergarten  Methods  in  Primary  Schools.    Mrs.  Louise  Bollock. .  .613-053 

Lecture  to  the  Public  School  Teachers  of  Washington 643 

7.  The  Public  and  Charity  Kindergarten.    3liss  Peabody 651-053 

Miss  Quincy's  Shaw  in  Boston— Miss  Blow  in  St.  Louis 051 

S.    Influence  of  Kindergarten  Training  on  Homes.    Mrs.  H.  Mann..  .654-664 
Homes  of  the  extreme  Poor — New  Element  of  Sweetness  and  Light 658 

9.  Kindergarten  Work  in  California 005-072 

Miss  Marwedel— Young  Women's  Christian  Association 005 

Silver  Street  Kindergarten— Kindergarten  Workers 608 

10.    Kindergarten  Training  for  Artist  and  Artisan.    Miss  Peabody 073-078 

A  Primary  Art-School— Play  converted  into  Habits (173 

Special  Training  in  the  Kindergarten 076 

11.  Clay  Modeling  for  Home  and  Kindergarten.    Edwin  A.  Spring 679-685 

12.  Free  Kindergarten  and  Workingman's  School.    Felix  Adler..  ..686-690 

13.  Use  of  Colors  in  Teaching  Musical  Notation.    D.  Batchelor 691-704 

14.  Fr.EE  Kindergarten  in  Church  Work,    R.Ihber  Newton 705-730 

15.  Kindergarten-  for  Neolected  Children 731-736 

Barnard's  Kindergarten  Papers,  Hartford,  Ct.,  730  pages,  will  bo  sent  by  mail  on 

receipt  of  $3.50 


tIRC 


UNIVERSITY  OF  CALIFORNIA  AT  LOS  ANGELES 

THE  UNIVERSITY  LIBRARY 

This  book  is  DUE  on  the  last  date  stamped  below 

N0V151956 

AUG  1  2  1975 

1EP1519JSS 

INTERLIBRARji-  LOANS 

JUL  3  01975 

JBUE  IWO  WEEKS  FROM  DATE  OF  RECEIPT 


Form  L-0 
20m-l, '41(1122) 


^ 


1.   CfA.[/CI  icutre 

Right  Beginnings  with  Neglected  CuiLr ben 201-2(8 

1.  Free  Kindergarten  and  WorkingmanV  School  in  New  York  City— P.  Adler,    201 

2.  Kindersartnera  for  Neglected  Children  in  San  Francisco— Mr*.  S.  B.  Cooper,  20(i 
Analogies  op  Toss  and  Color 200-221 

Use  of  Colors  in  Teaching  Musical  Notation— D.  Bachellor 

Kindergarten  and  Infant  Schools 222-221 

Efforts  lo  Merge— London  School  Board 22? 


Numbers  for  1880  and  1881 :  Two  Volumes  of  at  least  000  pages  each. $0.00 

Numbers  for  [881    as  loaned  ;  a  Volume  of  at  least  800  pages 4.00 

Number,  postage  prepaid 1-00 

pecimeu  Copy  of  Number  for  March .50 


/  to  XXX  iii  $4.50  hi  cloth,  unit  $5.50  in  \  goat  binding. 


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